Bibliography: Honduras (page 14 of 15)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Hondureinas website.  Some of the authors featured on this page include Noel Gaston, P. E. Mandl, Arjun S. Bedi, Ludo Verhoeven, Dennis Wiedman, Darlene Powell Hopson, Judy Braus, Lectura y Vida: Revista Latinoamericana de Lectura, Alberto Rey, and Derek S. Hopson.

Everitt, John (1982). Changing Patterns of Cultural Imperialism in a Developing Country. Using Belize, Central America, as an example, this paper illustrates some of the changing patterns of cultural imperialism that can presently be viewed in the emerging nations of the world. Cultural imperialism is defined as the process whereby the culture of a weaker nation is dominated by that of a stronger nation. In September 1981, Belize, formerly British Honduras, gained its political independence from the United Kingdom. In the past the major force influencing the Belizean culture came from the British Isles. The trend now is toward an increasing pattern of Americanization and a corresponding decrease in British influence. The paper examines current imperialist patterns which reflect this trend: economic imperialism and socio-political imperialism. The private land in Belize is now largely owned by U.S. interests. In the worlds of finance and trade, there is also a growing North American orientation. The unit of currency in Belize is now the dollar. Many of Belize's exports such as sugar and seafood come to the United States. The U.S. influence can also be seen in the production process. The Hershey foods ship cacao to Pennsylvania and an American born doctor grows and sells mangoes to the United States. The U.S. socio-political imperialism can be seen in communications, migrations, and the military. For example, most vehicles in Belize are now American; one of the major sources of immigrants is North America and this is also the most important destination for emigrants; and the United States has recently agreed to provide training for the Belize Defense Force.   [More]  Descriptors: Communications, Cultural Influences, Developed Nations, Developing Nations

Mandl, P. E., Ed. (1985). Universal Child Immunization by 1990, Assignment Children. The present volume endeavors to highlight the deeper significance and broader implications for development theory, policy and practice of the realization of the movement toward universal child immunization by 1990 (UCI-1990). Simultaneously, the volume collects and analyzes the most significant findings and experiences of the movement since 1984. After a prefatory essay discussing the breakthroughs in supply and demand that have allowed nations to double or triple their immunization rates, the introductory essay reviews the debate within UNICEF concerning the Child Survival and Development Revolution (CSDR). Subsequent papers focus on (1) the CSDR and development theory; (2) the costs of UCI-1990 in wider perspective; (3) operational issues related to UCI-1990; (4) lessons learned and questions raised since 1984 concerning UCI. Other materials report pledges and resolutions made by leaders and organizations about participating in the CSDR and related programs. Providing guidelines for action, other materials describe eight diseases and their vaccines and explore planning principles for accelerated immunization activities; the potential role of Red Cross and Red Crescent Societies in national immunization programs; criteria for funding polio immunization programs; and channelling, a new immunization strategy. The resolution of the Red Cross and Red Crescent Societies on immunization is reported. Concluding materials focus on lessons learned from the smallpox eradication campaign; case studies on immunization in Turkey, Burkina Faso, West Africa, Uganda, China, Indonesia, Brazil, and El Salvador; and research notes discussing the epistemology of traditional health theories, communicating about immunization to mothers and community groups, and how mothers in Honduras perceive immunization. A brief glossary of terms related to immunization is provided. Descriptors: Agency Role, Case Studies, Communicable Diseases, Communication Skills

Braus, Judy (1993). From Honduras to Hungary to the Gambia: Environmental Education and the Peace Corps, Nature Study. Discusses Peace Corps involvement with environmental education (EE) since the 1960s. Peace Corp EE programs in schools, parks, youth centers, and zoos have been designed to increase issue awareness, build problem-solving skills, group cooperation, self-esteem, positive attitudes, and provide hope. Descriptors: Activities, Environmental Education, Foreign Countries, International Programs

Bedi, Arjun S.; Gaston, Noel (1999). Using Variation in Schooling Availability To Estimate Educational Returns for Honduras, Economics of Education Review. Presents IV (instruments variables) estimates of returns to schooling for Honduran males by exploiting variation in schooling's availability at the time individuals were eligible to commence their education. IV estimates surpass ordinary least-squares estimates. Higher rate of return estimates are driven by greater schooling attainment and higher marginal returns for individuals from more privileged families. (25 references) Descriptors: Access to Education, Developing Nations, Education Work Relationship, Educational Attainment

Wiedman, Dennis, Ed. (1986). Ethnohistory: A Researcher's Guide. Studies in Third World Societies Publication Number Thirty Five. This guide contains 15 articles that discuss materials to be used for ethnohistorical research; the guide also serves as a textbook for courses on ethnohistory and related subjects. The articles are: "The Anthropological Use of Historic Documents" (D. Wiedman); "Public Documents as Primary Sources for Ethnohistorical Research: The Mattamuskeet Model" (P. H. Garrow); "Using Missionary Documents in Ethnohistorical Research" (D. Whiteman); "Using Census Manuscripts in Ethnohistoric Reconstruction: An Example from South Carolina" (M. H. Morgan); "Methods for Evaluating the Accuracy of Census Reports as Ethnohistorical Demographic Data: A Brief Assessment of Pima and Maricopa Populations" (G. W. Meister); "Plantation Maps as Sources for the Study of West Indian Ethnohistory" (B. W.  Higman); "Visual Ethnohistory: Photographs in the Study of Culture History" (M. B. Blackman); "Dating Photographs" (A. R. Pilling); "The Unrealized Potential of Remote Sensing in Ethnohistorical Research" (L. Kruckman); "Oral History Interviews: Some History and Practical Suggestions" (M. E. Willson); "The Use of Reminiscences and Oral Tradition in the Study of Ethnohistory" (J. B. Page); "Artifactual Documents: Ethnological Museum Collections as an Ethnohistorical Resource" (B. Reynolds); "Doing Ethnohistory with Old Newspapers: The Study of an Andean Peasant Movement of 1885" (W. W. Stein); "The Judicial Records of Colonial Louisiana: Sources of Ethnohistory" (J. D. Castle); and "Black Carib Settlement Patterns in Early 19th Century Honduras: The Search for a Livelihood" (C. D. Cheek and N. L. Gonzalez).   [More]  Descriptors: Anthropology, Ethnology, Oral History, Research Tools

Palmer-Moloney, Jean (1991). Honduras: Studying the Economic and Political Geography of a Banana Republic, Journal of Geography. Urges emphasis on the economic and political aspects of geography to help students understand the relevance of geography in contemporary world situations. Presents activities to guide students into a study of developing countries. Focuses on population growth, distribution and movement, options for growing poor populations, and causes of uneven distributions of wealth. Descriptors: Demography, Developing Nations, Economic Development, Foreign Countries

Rey, Alberto (1994). The Usage of "Usted" in Three Societies: Colombia, Honduras, and Nicaragua, Language Quarterly. Compares previous findings on the social correlates of the "Usted,""Tu," and "Vos" variation in three Latin American countries. All the countries have a non-solidarity function in the party (toward strangers) and the workplace (toward subordinates and superiors) domains. It is difficult to assess the effects of age and sex of the addressee on pronoun variation. (23 references) Descriptors: Age, Comparative Analysis, Correlation, Family Environment

Hopson, Darlene Powell; Hopson, Derek S. (1993). Raising the Rainbow Generation: Teaching Your Children To Be Successful in a Multicultural Society. Noting that the United States is fast becoming the most culturally, racially, and ethnically diverse nation in the world, this book is designed to help parents, teachers, and other child caregivers teach children and teens respect and appreciation for all cultural, ethnic, and racial groups. Using age-appropriate examples, the book shows how to combat bias and negative attitudes from friends, relatives, and the media. It also provides problem solving techniques for specific situations; a resource guide to multicultural books, audiotapes, videos, dolls, and games; 11 stories from different cultures to share with children; and creative activities that celebrate a variety of cultures. Part 1 discusses the role of parents and family in the development of children's attitudes and the importance of early cultural education. Part 2 looks at influences outside the home and family, such as school and the media. Part 3 explains how to counteract negative influences on children's attitudes and to support positive ones. Part 4 contains a variety of folktales that offer views of other peoples and cultures. The titles are: (1) "The Earth on Turtle's Back" (Onondaga Indians, Northeast United States); (2) "Banh Giay and Banh Chung" (Vietnam); (3) "The Flight of the Animals" (India); (4) "Cinder Jack" (Hungary); (5) "How the Porcupine Outwitted the Fox" (Honduras); (6) "Simon and the Big Joke" (Trinidad); (7) "The Man Whose Luck Was Sleeping" (Persia); (8) "The Origin of Lamps" and "The Education of Goat" (Haiti); (9) "Treasure Mountain" (Yao People, Southern China); (10) "The Baby Leopard" (West Africa); and (11) "Lon Po Po" (China).   [More]  Descriptors: Attitude Change, Cultural Activities, Cultural Awareness, Cultural Differences

United Nations, New York, NY. (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. Descriptors: Developing Nations, Global Approach, Information Networks, Information Services

Herschbach, Dennis R.; And Others (1992). Vocational Education and Training. Review of Experience. Latin America and the Caribbean. This report examines the problem of implementing and sustaining vocational education and training (VET) programs in developing countries. It is intended to provide U.S. Agency for International Development (USAID) officers with operational guidelines for the development of future projects. In conducting the study, over 50 projects conducted by USAID from 1973 to 1989 were reviewed. Twenty-four of these were selected for intensive review, and two as case studies. Chapter I is an introduction which explains the purpose of the study, sources of information, definitions and the organization of the report. Chapter II outlines the issues surrounding investment decisions in VET and presents a framework for formulating vocational training policy based on consideration of two critical factors–implementing context and project complexity. Chapter III examines formal and nonformal training alternatives, focusing on benefits and implementing requirements. Chapter IV discusses how to improve training quality. It focuses on the key elements of training at the operational level–management development, instructional staff, and instructional resources. Next, it examines requirements of the overall training system in which individual programs operate. Chapter V analyzes benefits and constraints of each type of available funding: general public revenues, payroll taxes, user fees, and student loans. Chapter VI summarizes findings and conclusions. It offers recommendations for investment choices, with particular emphasis on the Latin American and Caribbean region, and provides guidelines for strengthening project design, with emphasis on improving quality and sustainability. Appendixes contain 127 references, a cursory review of 24 projects in VET, and 2 indepth case studies of projects in Honduras and Jamaica.   [More]  Descriptors: Developing Nations, Educational Finance, Educational Improvement, Educational Policy

Verhoeven, Ludo, Ed. (1994). Functional Literacy: Theoretical Issues and Educational Implications. Studies in Written Language and Literacy, Volume 1. Opening up new perspectives in the study of literacy, this book presents 25 essays that bring together current research findings from linguistics, psychology, sociology, and anthropology. Essays in the book discuss theoretical questions related to the definition and modeling of the construct of functional literacy; the notion of literacy development; literacy in developing societies; literacy in industrialized societies; and promotion of functional literacy through education. After an introduction ("Modeling and Promoting Functional Literacy" by Ludo Verhoeven), essays in the book are "Literacy, Myths and Legacies: Lessons from the History of Literacy" (Harvey J. Graff); "The Construct of Oral and Written Language" (Claire Blanche-Benveniste); "Text Processing and Its Relevance for Literacy" (Leo Noordman and Wietske Vonk); "Cross-Cultural Perspectives on Literacy" (Brian Street); "Functional Literacy in a Changing World" (Kenneth Levine); "Literacy and the Making of the Western Mind" (David R. Olson); "The Cognitive Psychology of Literacy: Some Basic Findings" (Paul Bertelson and Beatrice de Gelder); "Socio-Cultural Determinants of Literacy Development" (Paul Leseman); "The Social Impact of Literacy" (David Barton); "Linguistic Diversity and Literacy Development" (Ludo Verhoeven); "Problems and Pseudo-Problems in Literacy Development: Focus on Latin America" (Emilia Ferreiro); "Continua of Biliteracy: Quechua Literacy and Empowerment in Peru" (Nancy Hornberger); "Literacy Education and Gender: The Case of Honduras" (Monique van der Westen); "Literacy and Development in South-East Asia" (Chander J. Daswani); "Literacy and Development in Africa: The Case of Tanzania" (Josephine Yambi); "Writing Systems and Literacy: The Alphabetic Myth Revisited" (Florian Coulmas); "Assessment of Adult Literacy Levels: The Dutch Case" (Cees Doets); "Emergent Literacy and Education" (Clotilde Pontecorvo); "Towards a Taxonomy of Early Literacy Difficulties" (Aryan van der Leij); "Dialogue Systems and Interactive Literacy Instruction" (Don Bouwhuis and Harry Bunt); "A Comparative Perspective on Functional Literacy Levels" (William Loxley); "Towards a Socio-Cultural Model of Literacy Education" (Leo Dubbeldam); "The Question of Functionality in Literacy: A Systematic Approach" (Jennifer Hammond and Peter Freebody); "Literacy for Work Programs" (Jan Ooijens); and "Literacy in a Global Perspective: The Year 2000 and Beyond" (Daniel Wagner). Descriptors: Adult Literacy, Cross Cultural Studies, Developed Nations, Developing Nations

Lectura y Vida: Revista Latinoamericana de Lectura (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.   [More]  Descriptors: Bilingual Education, Bilingualism, Childrens Literature, Classroom Techniques

Organizacion de Estados Iberoamericanos para la Educacion, la Ciencia y la Cultura, Madrid (Spain). (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. Descriptors: Computer Networks, Databases, Education, Foreign Countries

Jennings, Zellynne D.; Edmond, Daniel (1986). Belize's Rural Education and Agriculture Programme: Some Factors that Have Contributed to Its Success. Belize (formerly British Honduras) has achieved a good deal of success with its Rural Education and Agriculture Programme (REAP). REAP was initiated in 1976 to create the attitudes and provide the skills necessary for rural youth to make meaningful contributions to the country's agricultural development. Initiated by an intraministerial and international agency group, REAP was conceived in three phases extending over a 10-year period. During the pilot phase (1976 to 1979) the program was tested in eight primary schools in three of the country's six districts and in one secondary school. A special program was developed to train teachers for the REAP program, and outdoor education centers were constructed in each pilot school to give students an opportunity to apply their learning in an agricultural setting. The main thrust of the district level phase (1979 to 1982) was the expansion of REAP to all six districts in Belize with the gradual transfer of much of the technical and material assistance received from foreign agencies to the government ministries, district-level officials, and community groups and service organizations. REAP's national-level phase began in 1982. REAP has received favorable evaluations from students and teachers alike, and 80 percent of the program's graduates have remained in rural Belize in some form of agriculture. The program is not without shortcomings, including perhaps too much stress on gardening at the expense of academic training. Despite these, there is little evidence to suggest that the program's goal of becoming a real force in Belize's socioeconomic development is overly ambitious. Descriptors: Agricultural Education, Developing Nations, Educational History, Program Content

Wickremasinghe, Walter, Ed. (1991). Handbook of World Education. A Comparative Guide to Higher Education & Educational Systems of the World. This handbook presents individual overviews of the major aspects of the educational systems of about 100 countries with an emphasis on higher education. Each chapter, written by a scholar from that country, gives a descriptive, overall view of that country's education system and organizes the information into four sections: background, primary and secondary education, higher education, and issues and trends. The background sections provide a historical perspective on the country's educational development. Primary and secondary education sections include information on educational administration, curriculum, examinations, funding, and policy. The sections on higher education describe institutions, governance, undergraduate study programs, advanced study programs, research, fields of study, admission policies, duration of studies, student facilities, costs, funding, faculty, and other important aspects. The countries included are as follows: Afghanistan, Algeria, Argentina, Australia, Austria, Bahamas, Bahrain, Bangladesh, Barbados, Belgium, Belize, Benin, Botswana, Brazil, Bulgaria, Burkina Faso, Burundi, Canada, Central African Republic, Chile, China (People's Republic), China (Taiwan), Columbia, Cook Islands, Costa Rica, Cuba, Denmark, Egypt, Ethiopia, Fiji and the Islands of British Oceania, Finland, France, Gabon, Germany (Federal Republic), Germany (East), Ghana, Greece, Grenada, Guatemala, Guyana, Haiti, Honduras, Hong Kong, Hungary, Iceland, India, Iraq, Ireland, Israel, Italy, Ivory Coast, Japan, Jordan, Korea, Kuwait, Lesotho, Liberia, Madagascar, Malawi, Malaysia, Mali, Malta, Mauritius, Mexico, Mongolia, Morocco, Mozambique, Nepal, Netherlands, New Zealand, Norway, Pakistan, Panama, Peru, Philippines, Poland, Portugal, Puerto Rico, Qatar, Senegal, Sierra Leone, South Africa, Spain, Sri Lanka, Swaziland, Sweden, Switzerland, Tanzania, Thailand, Togo, Trinidad and Tobago, Tunisia, Turkey, Uganda, Union of Soviet Socialist Republics, United Arab Emirates, United Kingdom, United States of America, Venezuela, Vietnam, Western Samoa, Zaire, Zimbabwe. Most chapters contain references. There is also a section describing the contributors. Descriptors: Articulation (Education), Cultural Differences, Educational Development, Educational History

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