DOCSLIB.ORG

Vocational Education Manual. Peace Corps/Tunisia. a Handbook for Volunteers

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Vocational Education Manual. Peace Corps/Tunisia. a Handbook for Volunteers DOCUMENT RESUME ED 241 784 CZ 038 591 AUTHOR Opper, Howard fo TITLE Vocational Education Manual. Peace Corps/Tunisia. A Handbook for Volunteers. Appropriate Technologies for Development. Reprint R-46. INSTITUTION Peace Corps, Washington, DC. Information Collection and Exchange Div. PUB DATE Sep 82 NOTE 323p.; Not available in paper copy dueo light and broken type. PUB TYPE Guides - Classroom Use - Guides (For Tea ers) (052) EDRS PRICE MF01 Plus Postage. PC Not Available from FxDRS. DESCRIPTORS *Classroom Techniques; Curriculum; Job Training; Lesson Plans; Postsecondary Education; *Preservice Teacher Education; School Administration; School Policy;. Student Evaluation; Teacher Education; Teacher Role; *Teaching Methods; *Training Mechods; Vocational Education; *Vocational Education Teachers; Volunteers; *Volunteer Training IDENTIFIERS *Tunisia ABSTRACT This manual was developed to train Peace Corps volunteers to teach vocational education. in Tunisia, although it also has applications to the training of volunteers in other countries. The book is organized into four sections. The first section is an introduction that provides background information on the school system and the Peace Corps vocational education program in Tunisia. The second section, one of importance to volunteers working in various countries, concerns basic pedagogical skills. This section explains the fundamental principles of teaching a vocational subject, including lesson planning, teaching methods, and evaluation. In the third section, detailed Tunisia - specific information is given on school procedures, curriculum, discipline, grading, and forms. The final section is an appendix that covers additional information that a Tunisian vocational education volunteer would find useful. The manual is not self-teaching and is meant to be used in a classroom situation. (KC) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** APPROPRIATE TECHNOLOGIES FOR DEVELOPMENT .4 to t, Vocational Education Mahual A Handbook for Volunteers U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EOUCATION EDUCATIONAl.RESOURCES INFORMATION CENTER IERIC) iThis dactimen, has been temoduced as tattooed from the pollen or organdation Ottgonahng 01 Moot changes have been made In ambove 0 won:Mum:in qualoy Points et mew or opinions stated m the docu moot do not neCeSsahle teOteseni olive' NIE 00Smon et gOltcY. 0 Peace Corps INFORMATION COLLECTION &EXCHANGE REPRINT R-46 INFOIMTION CCILLID:TION & laCHAIM Peace Corps' Information Collection & Exchange (ICE) was established so that the strategies and technologies devel- oped by Peace Corps lunteers, their co-workers, and their counterparts could be - available to the wide range of development organize = and individual workers who might find them useful. guides, curricula, lesson plans, project reports, manuals other Peace COxpeo-generated materials developed in the 'field are collected and reviewed. Some are reprinted'"as is"vothers provide a source of field based information for the prodOction of manuals or for re- search in particular progrmwarees. Materials that you sub- mit to the Information Collection & &change thus become part of the Peace Corps' larger contribution to development. Information about ICE publications and services is available through; Peace Corps c lamination Collection & Exchange Office of Program Developnent 806 Connecticut Avenue, N.W. Washington, D.C. 20526 Add your experience to the ICE Pesouroe Center. Send ma- terials that you've prepared so that we can share them with others working in the development field.Your tech- nical insights serve as the basis for the generation of ICE manuals, reprints and resource packets, and also ensure that ICE ii providing the most updated, innovative problem-solving techniques and information available to you and your fella./ development workers. Peace Corps 3 i VOCATIONAL EDUCTION MANUAL PEACE CORPS/TUNISIA I c. BY HOWARD OPPER Peace Corps Information Collection and Exchange Manual R-46 1979 September 1982 4 .:. ii, Ac:cnowledmeilts This manual is by no means the work of one single person.It is the accumulation of knowledge gathered from all Peace Corps/Tunisia Voc, Id. Volunteers cover the last four years. Recognition, therefore must go to all those volunteers who have helped build the Voc, ad. program into its present state of successful credibility. Special thanks also to Mr. Angus Macdonald of San Jose State University in California, who has been the pillar of the pedagogical formation of Tunisian Voc. Ed. Volunteers over the past five years. A final thanks goes to the Peace Corps staff in Tunisia, especially to Mr. Fred flosonzweig, whose, unfailing devotion to the Voc. Cd. program has been a major contri- bution to the firm establishment of our presence in the Secondary Professional school system in Tunisia. HO. .5 'f TABLE OF. CONTENTS Introduction SECTION I - Introductory Material A. Education Tunisia, **... B. The Technical School System *,, .... ..... .. 5 C. P,C. Tunisia: Vocational Education 8 D. Training ............ ..... .17 SECTION it . Pedagogy A. Introduction........... 20 B. Humari Relations in. 21 Education 22 C. Five Part Plus One Teaching Design 32 D. Teaching Methods: More Information on the Demonstration 50 E. Writing a Lesson Plan ....... 53 F. How to begin a Project/ Theme in a Workshop 60 G. Critiquing a Technical Lesson. 63 SECTION III - Tunisia Specific Job Information A. Introduction........ 70 B. tour Job . 70 I. The PCV in the school and the country. 70 2. As an .Smployee of the Ministry of Education 71 - Duties(- approximate. 72 chronological order) The Official Program 1. Introduction .76 2. Translations of Programs ....... 78 a.Metals.... 78 b.Woodworking. 101 c.Plumbing-Heating .......... 132 d.Autcs-Mechanics 143 5. Somefinal notes on the official Program 174 iv, D. Relations at school 176 1. Introduction.. 176 2. Administration 176 .0. Col leagues 180 4. Students .. 101 E. Discipline 184 i F. Grading 188 Testing 192 H. School Procedures. 196 1. Student Notebooks 196 2, Handouts 197 3. Technical Teaching Aids 197 4. Ordering Supplies 199 1. School Forms** ZOO SECTION 1V - Appendix A. Conversion Tables 211 B. Classroom Commands in French 217 C. Tool Translations* 218 D. Safety Lesson 221 E. Secondary Activities 222 F. Resources .226 G. Glossary .. 228 . v. Introduction The Vocation& Zducation program in Tunisia began in 1972,Cince that time a great deal of valuable training materi- als have been written, revised, and refined.It has been our experience that training Vocational ;Education oluntoero le more difficult than most other groups.In the space ol'a relatively short training program, the trainees, who have raraly had any prior French, and who have ucually no prior teaching :experience, must become proficient onough in French to teach in tha inmsuageo must acquire tho necessary pedagogical skills, and must bocome familiar with the Tunisian vocational education system. In order to assemble t!,training; materials into a more usable form we have put togathor this training manual.It repro- sante a collection of materials produced by various sources, in- cludino California C.:tate Universi:y in Los Isnr.elez, Angus MacOoncid, and various Tunisia Voce ad, Voltonteers.The materials have now been editod, coaepilecl, and organized. The purpose of this training manual is, then, twofold: iito provides a training manual with essential inform- ation to aid Voc. Ed. trainees and trainers, 2)to put torether information on training Voc, Ed. Volunteers which other Peace Corps countries with similar programs might find useful. The applicability of this manual to other countries will depend primarily on tha nature of the Vocational Education program in the country.In Tunicia tha procram has been a formal education on in which the Volunteers toch within a fair- ly well developed vocational education system under tha iviini str y of :Education.This necessitates quite a bit of detailed inform- ation on school procedurec, a case which may not be true in all countries. Much of the book is Tunisia-apecific and therefore contains information which will probably not be specifically rele- vant.However, Peace Corps countries which are involved in loosely structured technical programs or in formal technical school programs that aro somewhat lacking in programmatic direction rnioht find a good deal of this information very helpful ,. in creating new programs or in re- directing existing. ones. , Structure of the Cook The book is organized into four sections: vi. I. The first section is an introduction which provides back- ground information on the school system and the Peace Corps Voc. Ed. program in Tunisia. r 2, The second concerns basic pedagogical skills.It is this section that will probably be of groatost use to others. : It 4 xplains the fundamental principles of teaching a vocational subject including lesson-planning, teaching mat:loJs, and evaluation. 3. The third section contains detailed Tunisia - specific information on school procedures such as school relations, curriculum, discipline, grading, and school forms. This soction might aid other countries in dealing with curriculum deficiencies and in offering concrete sugges- tions in designing a course. 4. The last soction is an appendix which covers additional information that a Tunisia Voc. Ed. Volunteer would find useful.Some
Load more

Recommended publications
  • War and Insurgency in the Western Sahara
    Visit our website for other free publication downloads http://www.StrategicStudiesInstitute.army.mil/ To rate this publication click here. STRATEGIC STUDIES INSTITUTE The Strategic Studies Institute (SSI) is part of the U.S. Army War College and is the strategic-level study agent for issues relat- ed to national security and military strategy with emphasis on geostrategic analysis. The mission of SSI is to use independent analysis to conduct strategic studies that develop policy recommendations on: • Strategy, planning, and policy for joint and combined employment of military forces; • Regional strategic appraisals; • The nature of land warfare; • Matters affecting the Army’s future; • The concepts, philosophy, and theory of strategy; and, • Other issues of importance to the leadership of the Army. Studies produced by civilian and military analysts concern topics having strategic implications for the Army, the Department of Defense, and the larger national security community. In addition to its studies, SSI publishes special reports on topics of special or immediate interest. These include edited proceedings of conferences and topically-oriented roundtables, expanded trip reports, and quick-reaction responses to senior Army leaders. The Institute provides a valuable analytical capability within the Army to address strategic and other issues in support of Army participation in national security policy formulation. Strategic Studies Institute and U.S. Army War College Press WAR AND INSURGENCY IN THE WESTERN SAHARA Geoffrey Jensen May 2013 The views expressed in this report are those of the authors and do not necessarily reflect the official policy or position of the Department of the Army, the Department of Defense, or the U.S.
    [Show full text]
  • Patterns of Skull Variation in Relation to Some Geoclimatic Conditions in the Greater Jerboa Jaculus Orientalis (Rodentia, Dipodidae) from Tunisia
    Turkish Journal of Zoology Turk J Zool (2016) 40: 900-909 http://journals.tubitak.gov.tr/zoology/ © TÜBİTAK Research Article doi:10.3906/zoo-1505-25 Patterns of skull variation in relation to some geoclimatic conditions in the greater jerboa Jaculus orientalis (Rodentia, Dipodidae) from Tunisia 1, 1 2 Abderraouf BEN FALEH *, Hassen ALLAYA , Jean Pierre QUIGNARD , 3 1 Adel Abdel Aleem Basyouny SHAHIN , Monia TRABELSI 1 Marine Biology Unit, Faculty of Sciences of Tunis, Tunis El Manar University, Tunis, Tunisia 2 Laboratory of Ichthyology, Montpellier 2 University, Montpellier, France 3 Department of Zoology, Faculty of Science, Minia University, El Minia, Egypt Received: 15.05.2015 Accepted/Published Online: 24.12.2015 Final Version: 06.12.2016 Abstract: The greater Egyptian jerboa Jaculus orientalis is a member of the subfamily Dipodinae and widely distributed in Tunisia. Previous allozymic and karyotypic studies showed high gene flow and absence of genetic structuration. This study aimed to analyze the geographic patterns of cranial morphometric variation among populations of this species in Tunisia. The extent of morphometric patterns was addressed in a survey of 13 craniodental characters among 162 adult specimens collected from 12 localities within its distribution range by using univariate and multivariate statistics. Our results supported the existence of three morphotypes of this species comparable to three climatic zones, the northern, central, and southern regions of Tunisia. The probability of the correct classification of specimens was 99.38%, indicating significant degrees of variation in craniodental characteristics among these three morphotypes. In addition, we tested the effects of age, sex, geography, and some habitat variables (such as precipitation) on the size of the skull.
    [Show full text]
  • Brazil Country Handbook 1
    Brazil Country Handbook 1. This handbook provides basic reference information on Brazil, including its geography, history, government, military forces, and communications and trans- portation networks. This information is intended to familiarize military personnel with local customs and area knowledge to assist them during their assignment to Brazil. 2. This product is published under the auspices of the U.S. Department of Defense Intelligence Production Program (DoDIPP) with the Marine Corps Intel- ligence Activity designated as the community coordinator for the Country Hand- book Program. This product reflects the coordinated U.S. Defense Intelligence Community position on Brazil. 3. Dissemination and use of this publication is restricted to official military and government personnel from the United States of America, United Kingdom, Canada, Australia, NATO member countries, and other countries as required and designated for support of coalition operations. 4. The photos and text reproduced herein have been extracted solely for research, comment, and information reporting, and are intended for fair use by designated personnel in their official duties, including local reproduction for train- ing. Further dissemination of copyrighted material contained in this document, to include excerpts and graphics, is strictly prohibited under Title 17, U.S. Code. CONTENTS KEY FACTS. 1 U.S. MISSION . 2 U.S. Embassy. 2 U.S. Consulates . 2 Travel Advisories. 7 Entry Requirements . 7 Passport/Visa Requirements . 7 Immunization Requirements. 7 Custom Restrictions . 7 GEOGRAPHY AND CLIMATE . 8 Geography . 8 Land Statistics. 8 Boundaries . 8 Border Disputes . 10 Bodies of Water. 10 Topography . 16 Cross-Country Movement. 18 Climate. 19 Precipitation . 24 Environment . 24 Phenomena . 24 TRANSPORTATION AND COMMUNICATION .
    [Show full text]
  • AVAILABLE from DOCUMENT RESUME the Educational
    DOCUMENT RESUME ED 104.737 SO 008 190 TITLE The Educational System of Tunitia. INSTITUTION Office'of Education (DREW), Washington, D.C. REPORT NO DHEW-OE-74-19109 PUB DATE 74 NOTE 19p. AVAILABLE FROM Superintendent of Documents, U.S. GovernmentPrinting Office, Washington, D.C. 20402 (Stock No. 1780-01369; $0.40) EDRS PRICE MF -$0.76 HC-$1.58 PLUS POSTAGE DESCRIPTORS *Comparative Education; *Developing Nations; Developmental Programs; Educational- Administration; *Educational Development; Educational Finance; *Educational Programs; *Educational Strategies; Elementary Secondary Education; Government. Role; Higher Education; Public Education; Teacher Education; Vocational Education IDENTIFIERS- *Tunisia ABSTRACT An overview of the basic system of education.in Tunisia is presented in this booklet. Since Tunis a'sindependence in 1956, the government has amphasized the role ofetucation as a major factor in building a modern nation. The educational systemin Tunisia is based on both the nations own rich culturalbackground and also on the linguistic and pedagogicalheritage obtained from France during the French Protectorate (1880-1956). Tunisia'sleaders are committed to attaining universal primary education,providing educational opportunity to all levels of society, anderadicating illiteracy. Today the system is organized into a 6-yearprimary cycle And a secondary cycle that includes academic.,technical, and vocational programs of varying lengths. The structure,control, language of instruction, grading system, academic calendar,legal basis, administration,
    [Show full text]
  • Country Focus Day Report , Africa Water Week 7, 31 October 2018
    Document from the 7th Africa Water Week, held in Libreville, Gabon, 29 October – 2 November 2018 This material is shared as a learning resource to promote awareness and good practice in the provision, use and management of water resources for sustainable social and economic development and maintenance of African ecosystems. Copyright for this material rests with the authors. A knowledge asset of the African Ministers’ Council on Water Country Focus Day Report Compte rendu journée de discussion par pays ‘7th Africa Water Week’ « 7ieme Semaine Africaine de l’Eau » 29 Oct. — 02 Nov. 2018 Report Date: No. AWW7-20181031FD Version No. V1r0 31-10-2018 (Date du rapport) 31-10-2018 Time: Language Date: 10:34 AM to 1:40 PM English (Heures) (Langue) Theme: Toward Achieving Water Security and Safely Managed Sanitation for Africa ‘Vers la Sécurité de l’Eau et des Services d’Assainissement gérés en toute sécurité pour French theme l’Afrique’ Country: City: Location: GABON Libreville Stade de l’Amitié Sino-Gabonaise, Angondje (Pays) (Ville) (Lieu) Identification of the lead Convener and Contact (identification des responsables et contacts) Lead Convener (Responsable): AMCOW Co-convener (Coresponsable): GWP/AfDB/World Bank/NEPAD-PIDA Contact: Speaker Identification (identification des intervenants) Moderator (Modérateur) : Ms Sareen Malik (Coordinator and Secretary of the Board of Directors, ANEW) Mr Joselyn Bouyou Mavoungou, Director General of Water Affairs, Ministry of Water and Energy, Gabon Mr Freguy Hassam Lofti, Director General of Water Resources, Tunisia Speakers (Intervenants): Dr Eng Silver Mugisha, Managing Director of NWSC, Uganda Mr , South Africa Mr Babakar Ndiaye, Senegal Mr , AMCOW Further details: PowerPoint Presentation (NO) (Informations Technical Documentation (NO) complémentaires) Abbreviations and acronyms: IWRM – Integrated Water Resource Management (Sigles et abréviations) Objectives of the day Presentation of a roadmap for IWRM implementation to achieve SDG 6 in Gabon.
    [Show full text]
  • Boundary & Territory Briefing
    International Boundaries Research Unit BOUNDARY & TERRITORY BRIEFING Volume 1 Number 2 Ceuta and the Spanish Sovereign Territories: Spanish and Moroccan Claims Gerry O’Reilly Boundary and Territory Briefing Volume 1 Number 2 ISBN 1-897643-06-3 1994 Ceuta and the Spanish Sovereign Territories: Spanish and Moroccan Claims by Gerry O'Reilly Edited by Clive Schofield International Boundaries Research Unit Department of Geography University of Durham South Road Durham DH1 3LE UK Tel: UK + 44 (0) 191 334 1961 Fax: UK +44 (0) 191 334 1962 E-mail: [email protected] www: http://www-ibru.dur.ac.uk The Author Gerry O'Reilly lectures in political geography at University College Dublin and is currently involved in an international EU program researching appropriate scales for sustainable development and transboundary issues. Dr O'Reilly gained his PhD from the University of Durham and is a Research Associate of IBRU. He has held academic and consultancy posts in the USA, UK, France, Tunisia and Algeria, and worked for a number of years for Petrosystems, Compagnie Generale de Geophysique de France. Having lived for over six years in the Western Mediterranean region and travelling extensively in the Arab countries since 1978, he is particularly interested in North African and EU affairs including territorial disputes in the area of the Strait of Gibraltar. His interests include geopolitics, land and maritime boundaries, development and foreign policy issues. His works include: 'Disputed Territories in the Gibraltar Region: The Crown Colony of Gibraltar
    [Show full text]
  • Dynamic Externalities and Regional Development: the Case of Tunisia
    Munich Personal RePEc Archive Dynamic Externalities and Regional Development: The case of Tunisia DRIDI, Manel University of Tunis El Manar, Tunisia, Faculty of Economics and Management, Tunis, Tunisia, UAQUAP Research Unit 1 March 2015 Online at https://mpra.ub.uni-muenchen.de/66988/ MPRA Paper No. 66988, posted 03 Oct 2015 05:37 UTC Dynamic Externalities and Regional Development: The case of Tunisia Dridi Manel1 [email protected] Faculty of Economics and Management, Tunis, Tunisia. Abstract - In this paper we seek to estimate the impact of local economic structure on the regional employment growth of 8 mainstream industry sectors in 24 local areas of Tunisia between 2000 and 2009. By referring to new economic geography and the empirical approaches dealing with agglomeration economies and dynamic externalities, we show that regional employment growth in industrial sector in Tunisia is driven mainly by externalities related to specialization while diversity do not seem to be important determinants of regional employment growth. Moreover we find that local competition have a positive significant effect on local employment growth. Keywords: regional growth, dynamic externalities, industrial structure, regional integration, JEL Classification: R11, R12, O47. 1 Université de Tunis El Manar, UAQUAP Research Unit. 1 Dynamic Externalities and Regional Development: The case of Tunisia Introduction Over the last decade, Tunisia has achieved a 5% average annual growth thanks to improved total factor productivity (TFP), despite a relatively low diversification of the economic basis, the relatively rapid pace of growth in external demand, and the crucial role played by domestic demand, especially consumption. However, investment in Tunisia remains at a relatively low level of nearly 22% of GDP in 2013 against nearly 25% in 2003 and its contribution to economic growth is limited.
    [Show full text]
  • The Lake Chad Basin
    The Lake Chad Basin Background For about four decades recurring droughts, a general decline in rainfalls, and the degradation of the vegetation cover have led to drastic changes in the environmental conditions of the Lake Chad Basin. The drying up of Lake Chad, the encroachment of the desert, and the decline of agriculture, livestock and fisheries, threatens the social and economic well-being of over 30 million people living in the Lake Chad Basin. The countries' economies suffer from low productivity, insufficient infrastructure, governance problems, a sluggish private sector and political instability. Consequently, the Lake Chad region is therefore impaired by its high poverty rate. The Lake Chad Basin, which is the largest inland drainage basin in Africa, covers an area of about 2,500,000 km 2. This catchment region bordering the Sahara, covers about 8% of the surface area of the African continent, and is shared between the countries of Algeria, Cameroon, Central African Republic, Chad, Libya, Niger, Nigeria, and Sudan. The need for a framework for economic cooperation and integration built around the shared resources of Lake Chad has been well understood. The Lake Chad Basin Commission (LCBC) is an inter- governmental organization for the development of the Lake Chad Basin created by a Convention and Statutes signed at Fort Lamy (N’djamena) on May 22, 1964. Member States are required to abstain from measures likely to affect other Member States, such as: • alter the water budget, • affect water quality, • Influence integrated water resources management • limit downstream access to water Water Availability Lake Chad and the rivers that feed it, together with their associated wetlands, have been traditional sources of freshwater for domestic consumption and agricultural production throughout the centuries.
    [Show full text]
  • Heatwave-Protective Knowledge and Behaviour Among Urban Populations
    Loenhout et al. BMC Public Health (2021) 21:834 https://doi.org/10.1186/s12889-021-10865-y RESEARCH Open Access Heatwave-protective knowledge and behaviour among urban populations: a multi-country study in Tunisia, Georgia and Israel Joris Adriaan Frank van Loenhout1*, Kirsten Vanderplanken1, Tamari Kashibadze2, Nia Giuashvili2, Amiran Gamkrelidze2, Maya Siman-Tov3, Bruria Adini3 and Debarati Guha-Sapir1 Abstract Background: There is an expected increase in heatwaves globally. As such, it is imperative to have sufficient levels of heatwave-protective knowledge and behaviour in areas regularly affected by heatwaves. Our study assessed this among urban populations in Tunisia, Georgia and Israel. Methods: We undertook a cross-sectional population survey in the three countries. The questionnaire focused on obtaining information on respondents’ knowledge level regarding 1) symptoms due to overheating, 2) risk groups for heatwaves, 3) actions to take when someone is overheated, and 4) heatwave-protective measures. Furthermore, we asked respondents about protective measures they applied during the last heatwave. We compared the results between the countries. Results: Heatwave-protective knowledge was highest in Israel, and lowest in Georgia, for all indicators except for heatwave-protective measures, for which knowledge was highest in Tunisia. Most respondents who named certain protective measures had also applied these during the last heatwave: more than 90% for all measures except for one in Tunisia and Israel, and more than 80% for all measures in Georgia. Conclusion: There is a need to further improve heatwave-protective knowledge in Tunisia, Georgia and Israel. One potential solution to achieve this is by implementing a National Heat Health Action Plan.
    [Show full text]
  • Tunisia, Egypt and Mauritania
    Communicating climate change in Tunisia, Egypt and Mauritania WITH LESSONS FOR NORTH AFRICA AND THE LEVANT REGION A global narratives project Lead partners National partners C LC ILMI MA TA ET E oouutrtereaacchh This report was made possible with financial support from the KR Foundation. About Climate Outreach Climate Outreach is a team of social scientists and communication specialists passionate about building a social mandate for climate action. Through our research, practical guides and consultancy services, we help organisations communicate about climate change in ways that resonate with the values of their audiences. We have over 15 years of experience widening and deepening public engagement with climate change, working with a wide range of international partners including government, international bodies, academic institutions, charities, businesses, faith organisations and youth groups. About Climate Action Network International (CAN-I) The Climate Action Network (CAN) is a worldwide network of over 1,300 non-governmental organisations (NGOs) working in more than 120 countries to promote government and individual action to limit human-induced climate change to ecologically sustainable levels. CAN members work to achieve this goal through information exchange and the coordinated development of an NGO strategy on international, regional and national climate issues. About Climate Action Network Arab World (CAN-AW) CAN-AW is a coalition of 112 civil society organisations from 17 Arab countries. It aims to enhance the concept of climate protection and renewable energy in addition to developing strategies to reduce carbon emissions from facilities throughout the region. The network also focuses on areas highly related to the concerns of the region, such as water scarcity, climate change and food insecurity.
    [Show full text]
  • Geographia Polonica 36 (1977)
    POLISH ACADEMY OF SCIENCES GEOGRAPHIA POLONICA Editorial Board STANISŁAW LESZCZYCKI (Editor-in-Chief) KAZIMIERZ DZIEWOŃSKI, JERZY KOSTROWICKI PIOTR KORGELLI, JANUSZ PASZYŃSKI TERESA LIJEWSKA (Secretary) Address of Editorial Board KRAKOWSKIE PRZEDMIEŚCIE 30 00-927 WARSZAWA POLANO Printed in Poland http://rcin.org.pl POLISH ACADEMY OF SCIENCES INSTITUTE OF GEOGRAPHY AND SPATIAL ORGANIZATION GEOGRAPHIA POLONICA 36 PWN — Polish Scientific Publishers • Warszawa 1977 http://rcin.org.pl Edited by JERZY KOSTROWICKI with the assistance of JERZY GRZESZCZAK and ZUZANNA SIEMEK http://rcin.org.pl http://rcin.org.pl Professor Stanisław Leszczycki http://rcin.org.pl The collection of studies presented to Professor Stanislaw Leszczycki in commemoration of the 50th anniversary of his scientific activity http://rcin.org.pl http://rcin.org.pl CONTENTS Jerzy Kostrowicki: Professor Stanislaw Leszczycki's activities on the national and international scale 7 Michael J. Wise: A message to Professor Leszczycki 13 Jean Dresch: Quelques réflexions sur la géographie 17 Konstantin A. Salichtchev: Les cartes thématiques internationales dans l'aspect de leur développement 23 J. Brian Bird: Beach changes and recreation planning on the west coast of Barbados, West Indies 31 Ljubomir Dinev: Development and estimation of the migrational processes in Bulgaria 43 Kenneth C. Edwards: Amenity areas in the Nottinghamshire and Derbyshire sub-regional unit 49 Manuel Ferrer Regales: Spatial distribution of industrial employment in Spain 57 Svetozar Ilesié: The regions of Slovenia 73 W. A. Douglas Jackson: Culture, perception and the environment 83 Lâszlo Kâdâr: Paleçgeographical remarks to some Scythian river names of Herodotus related to Slavonic and Hungarian languages 89 Iwao Kamozawa: Democracy in regional development.
    [Show full text]
  • The Tunisia/Libya Continental Shelf Boundary Delimitation
    GEORGIA JOURNAL OF INTERNATIONAL AND COMPARATIVE LAW VOLUME 13 1983 ISSUE I FROM THE SHOALS OF RAS KABOUDIA TO THE SHORES OF TRIPOLI: THE TUNISIA/ LIBYA CONTINENTAL SHELF BOUNDARY DELIMITATION Donna R. Christie* I. INTRODUCTION The law of the continental shelf is a relatively recent develop- ment in international law. The customary law of the continental shelf developed from the Truman Proclamation of 1945' in which the United States claimed the extension of the land mass under the ocean that was the natural prolongation of the United States coasts.2 By 1958, the concept of exclusive coastal state jurisdiction over its adjacent continental shelf was clearly established, and was reflected in the Convention on the Continental Shelf.8 Major issues of the law of the continental shelf, including the seaward extent of the shelf' and the law applicable to delimiting the shelf between opposite or adjacent coasts, were not resolved by the 1958 Conven- tion. The Convention adopted the position that in the case of irre- solvable, overlapping continental shelf claims, the boundary should be an equidistant or median line unless special circumstances justi- fied another line. The delimitation provision was subject to reser- *Assistant Professor of Law, Florida State University. B.S. Chem., University of Georgia (1969); J.D., University of Georgia (1978); Marine Policy Fellow, Woods Hole Oceanographic Institution (1978-80). This research was funded by a grant from Florida State University's Committee on Faculty Research Support, whose assistance is gratefully acknowledged. Proclamation No. 2667, 3 C.F.R. 67-68 (1943-48 Comp.). 'Id. o Convention on the Continental Shelf, done April 29, 1958, art.
    [Show full text]