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International Review of MissionVolume 52, Issue 206 p. 155-162 THEOLOGICAL EDUCATION IN AFRICA The Special Africa Programme of the Theological Education Fund H.-W. Gensichen, H.-W. GensichenSearch for more papers by this author H.-W. Gensichen, H.-W. GensichenSearch for more papers by this author First published: April 1963 https://doi.org/10.1111/j.1758-6631.1963.tb02440.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text...
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REPORTS OF THE NORWEGIAN ARCHAEOLOGICAL EXPEDITION TO EASTER ISLAND AND THE EAST PACIFIC: Vol. 1. THE ARCHAEOLOGY OF EASTER ISLAND, with conributions by Thor Heyerdahl, Edwin N. FerdonJr (Editors), William Mulloy, Arne Skjölsvold and Carlyle S. Smith. pp. xii + 559, 96 plates, 196 figs. Monographs of the School of American Research and the Museum of New Mexico, no. 24, Part 1, 1961. (London: Allen and Unwin, 1962. 11 guineas). - Volume 37 Issue 145
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During the spring of 1962, the Africa Liaison Committee of the American Council on Education authorized me to secure information on the status of African studies and training in Germany. Toward this end, I visited on two occasions in the late summer and early fall of 1962 a number of German organizations, institutes, and universities. My work in Germany was facilitated by the cooperation of the German Foreign Office, which arranged for my itinerary while in the Bonn area, and by the...
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Potential biological implications of laser radiation in the visible and infra-red region of the electromagnetic spectrum (1) have been discussed by Townes (2) and Solon, Aaronson and Gould (3). The term ''laser” is a contraction of Zight amplification by stimulated emission of radiation.
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The early history of hurricane Debbie of 1961 is presented, showing that it arose from a cyclonic disturbance which can be traced back into central Africa. The disturbance became well organized while still over land, and apparently possessed some features of the incipient. hurricane before leaving the African coast.
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almost every commentator has remarked that education in Nigeria is too literary; that it is not practical, not adapted to the needs of a developing agricultural nation; that it tends to produce proud, lazy people who dislike manual labour and prefer white-collar jobs. As the Ashby Commission on Higher Education has recently put it: literary tradition and the University degree have become indelible symbols of prestige in Nigeria; by contrast, technology, agriculture and other practical...
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