Abstract/Notes: Under the heading Jinka... "Laid out with wide streets and benefiting from a mild climate - which has encouraged an exuberant growth of mango and other trees - Jinka is one of Ethiopia's most pleasant small towns. -- with an airstrip, petrol station, Montessori kindergarten, and bank, it also serves the surrounding countryside with a large and colourful Saturday market. This market is well worth a visit, as is the South Omo Research Centre (still under construction in early 1994) with its museum. The centre is situated on the Bulat hill, overlooking the town with a spectacular view, and will be a resource for anthropologists, tourists, and townspeople." Jinka's best hotel is the Orit, right next to the airstrip. The Omo Hotel across the road is a close second. If it's the season for fruit, ask for fresh papaya juice. [Camerapix 1995, p 177-180]

Language: English

Published: 2005

Language: English

DOI: 10.1080/09540250701763566

ISSN: 0954-0253

Abstract/Notes: Education is the basic necessity to any society. According to a Tamil poet, the deeper we dig, the more we discover. The role of teacher also involves the character building of the taught apart from designing and implementation of the curriculum. Teachers cause desirable and anticipated revolution in the society silently. In short, a teacher inspires and shapes the destiny of the nation in class rooms. Realizing the above facts, the teaching profession is considered as the noblest profession in India. Ethiopian Journal of Education and Sciences Vol. 3 (1) 2007: pp. 97-102

Language: English

DOI: 10.4314/ejesc.v3i1.42001

ISSN: 1998-8907

Abstract/Notes: Barbara Richards (formerly Rich Main) served as a Peace Corps volunteer in Ethiopia from June 1967 to June 1969 as an English teacher. Richards attended training in Utah for the TESL (Teaching English as a Second Language) program. She discusses her life as a TESL teacher in two different communities. Her first station was in a geographically isolated area. Richards also described the effect that the Peace Corps had on her eventual career as a Montessori teacher. Interviewed and recorded by Paul Kinsley, September 23, 2010. 2 tapes (web streaming files combined into 1 file). This is part of the Returned Peace Corps Volunteer collection at the John F. Kennedy Presidential Library and Museum.

Language: English

Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Language: English

ISSN: 0519-0959

Language: English

ISSN: 0519-0959

Abstract/Notes: This dissertation explores the evolution of Italian Fascist ideas of racial identity between 1923 and 1940 and contends that those ideas led to some of the most significant Fascist policies, such as the invasion of Ethiopia and the passage of the 1938 racial laws. Common belief holds that racism played no role in the doctrine of Benito Mussolini's government. On the contrary, from the very beginning of their regime, Fascists worked to infuse the Italian population with concrete conceptions of their national identity—their italianità—and its superiority over all others. The education of Italian children vividly illustrates the racial project at the heart of Fascist doctrine. One of the regime's earliest priorities was to restructure the national education system in order to more effectively inform the population of the ideals of the new Fascist order. The administration centralized the existing infrastructure and founded the new institutions of the National Organization for the Protection of Mothers and Children (ONMI) and the National Balilla Organization (ONB). Thus, the state embraced all aspects of the young Italian's life, from the cradle to school, on the weekends and during summer vacations. Contemporary textbooks, teaching manuals, pedagogical journals, and government documents reveal an early and lasting commitment to instilling Italy's youngest generations with a collective identity based upon inherited historical, cultural, and spiritual characteristics that resulted in a belief in racial entitlement. As the regime solidified its power, it initiated further changes to the education system with the goal of turning children into ideal Fascists. As it militarized the population and sent Italians to civilize foreign lands, officials created a more direct language that mobilized the nation's youth to protect the fatherland against its enemies. Such a curriculum was unavoidably racist in content, and when Mussolini legalized discrimination against 'non-Italians' in 1938, the pre-existing pedagogy allowed for a relatively smooth transition between pre-racial-law education and post-racial-law education. When Italy entered World War II in 1940, the values were set for Italians to wage a war for national pride and racial privilege.

Language: English

Published: New Haven, Connecticut, 2010