Internet Links To Africa peoples of africa. This page is designed for use of the mathematical concepts embedded in indigenous cultures. Learn about math Looks at the MazruiGates-asante Debate on Gates' http://sparta.rice.edu/~maryc/Africa.html
Extractions: This page is designed for use of student in ANTH 3537/5537 Peoples of Africa to explore Africa on the net. I am continuing to update it as I discover new and interesting sites. Africa Focus : Sights and Sonds of a Continuent from the University of Wisconsin at Madison OLATS/Virtual Africa . Multicultural and interdisciplinary project focused on the cultural and scientific contexts of water. African Mathematics .Ethnomathematics discovers the mathematical concepts embedded in indigenous cultures. Learn about math in pre-colonial Nigeria, play mancala online, discover the principles of geometry forund in African art and more.
TakingITGlobal - Member Profile - Nelson Asante Name nelson asante. Events Attended 1st International africa Young peoplesConference on Aids. 6th World indigenous peoples Conference on Education. http://www.takingitglobal.org/community/profile.html?memberid=4790
Essays, Reports, And Term Papers - Help With Africa - 007-009 paper looks at the medical and religious practices of the asante as compared not onlyto the spread of Islam among the indigenous peoples of africa but also http://essays-reports-papers.com/categories/007-009.html
Extractions: A 5 page analysis of Flora Nwapa's novel of Nigerian life One is Enough. The writer argues that the structure of this novel revolves around the journeys undertaken by the protagonist, Amaka, as being analogies for the journey of self-discovery, which is the overall purpose of the novel. Bibliography lists 3 sources. A 9 page fictional rendition of the maturation of a young African American boy from impressionable youth to determined man. Emphasizes the influence his experiences in a ten year stay in South Africa had on his eventual direction as an adult back in the United States. Notes the importance of cultural memories and the ways those memories sometimes differ from reality. Concludes that the atrocities which exist in South Africa in many ways parallel those which exist in the States. No sources are listed.
Essays And Essays Writing Essays On Africa - 007-020 africa; and continuing strife between indigenous peoples in the Epics of africa 5pages in length send Afrocentricity and Knowledge, by Molefi Kete asante. http://www.essaypage.com/categories/007-020.html
Extractions: We have thousands of essays in this area! Below is a list in order of relevance to your search query. All of the following documents are ready for delivery TODAY and priced at only $ /page with a free bibliography! Use the Send Me This Essay link to access our fast, easy order form and receive any essay on this list TODAY!!!... Papers On Africa 6 pages in length. This paper is a research project on the difference between the East African slave trade and that of the West African Slave trade. The slave trade that took place across the Indian Ocean is to a certain extent a misnomer, because it tends to combine two historically and geographically different and distinct trades; the only thing they shared was that of the body of water they crossed. Bibliography lists 5 sources.
Essays And Essays Writing Essays On Africa - 007-028 the nations of Southern africa, along with Afrocentricity and Knowledge by MolefiKete asante. reservations of North Americas own indigenous peoples. http://www.essaypage.com/categories/007-028.html
Extractions: We have thousands of essays in this area! Below is a list in order of relevance to your search query. All of the following documents are ready for delivery TODAY and priced at only $ /page with a free bibliography! Use the Send Me This Essay link to access our fast, easy order form and receive any essay on this list TODAY!!!... Papers On Africa A 5 page paper which discusses various elements of North Africa. The paper addresses population, political conditions, economic conditions, occupations, and other pertinent information. The following also discusses how this region can improve its position from a domestic and global perspective. Bibliography lists 3 sources. 8 pages of slide contents and speaker notes for an 8-slide Power Point presentation on this topic, specifically as it is affected by the worldwide nursing shortage. The shortage of available nurses in developing countries puts even more pressure on accessibility of health care, and it encourages nursing education to be truncated so that students can fill vacancies more quickly. The situation likely is worst in Africa, particularly in those nations in which the AIDS epidemic is worst. The presentation uses Ethiopia to illustrate. Bibliography lists 9 sources.
Youth Employment Summit / TakingITGlobal Shared Databases Countdown to the YES 2002. Name nelson asante. 1st International africa Young peoplesConference on Aids. 6th World indigenous peoples Conference on Education. http://yes.takingitglobal.org/community/profile.html?memberid=4790
English the asante Kingdom in Ghana, West africa The Kindermuseum messages and pictures fromthe asante kingdom. Indianen van het Hoge Land (indigenous peoples of the http://www.kit.nl/kindermuseum/html/english.asp
Extractions: The Kindermuseum in Amsterdam is part of the KIT Tropenmuseum of the Royal Tropical Institute (KIT) and has designed exhibitions for children aging from 6 through 12 since 1975. Next pages, the museum professional is provided with information about some of the Kindermuseum's accomplishments over the last years, the Kindermuseum's method and data for those who consider taking over one of the Kindermuseum's exhibitions. The exhibition Indianen van het Hoge Land' about the indigenous peoples in the Andes in Bolivia received more than 73.000 visitors over a period of 2 years. There were 2000 programmes and all of the visiting children participated actively. In terms of active participation the Kindermuseum is the biggest cultural event in the Netherlands. The Kindermuseum won several prizes. The Council of Europe, by the Committee on Culture and Education, honoured the Kindermuseum with the Council of Europe Museum Prize 1997. It was the first time that a children's museum won this prestigious European Museum Prize - in competition with 70 European museums for grown-ups. In 1996 the catalogue of the exhibition Stories where to know where to go was exhibited in the Stedelijk Museum of Amsterdam as one of 48 Best Designed Books of 1995 in the Netherlands. It was one of three selected children's books. The CPNB - the professional organisation of Dutch book publishers - awarded the catalogue with a 'Vlag en Wimpel', the highest award in the category Informative Children's Books of the year 1996.
African Timelines Part I A chronological outline with weblinks from african Timelines by Central Oregon Community College.Category Society History By Time Period Ancient africa Spoken african languages indigenous to the continent are two or more neighboring countries(in asante and Abarry are common to most african peoples (see Judith http://www.cocc.edu/cagatucci/classes/hum211/timelines/htimeline.htm
Research And Documentation Online: Social Sciences peoples, particularly strong for North American indigenous peoples, but global Encyclopediaof africa South of the Sahara By Molefi K. asante and Mark T. Mattson http://www.dianahacker.com/resdoc/social_sciences/ethnic.html
Untitled the southern Nile region (see Diop 1954, 1974 and asante 1987 Christianity with literacy,that in many parts of africa the indigenous peoples understood the http://www3.sympatico.ca/ian.ritchie/ATSC.Chapter2.htm
Extractions: CHAPTER 2: SOCIAL CONTEXT OF AFRICAN THEOLOGY 1: Socio-Historical Survey Ancient Egypt developed the first of the great civilizations of world history. Egypt had already a long and illustrious history by the time ancient Greece reached its apex, and it is well established that Greek thinkers acknowledged their debt to ancient Egypt. Much has been written on Egypt and it need not be repeated here, except perhaps to mention that much current African and African-American scholarship is currently in the process of reappropriating Egypt as a specifically African civilization, in which the Cushites and black peoples of southern Egypt played a major role. The "Afrocentric Hypothesis", as advanced by Cheik Anta Diop and his more recent African-American exponent, Molefi Asante, states that Egypt was the source of all the significant cultural ideas of the civilizations which followed it, Persia, Greece, Rome, etc., and that all of these ideas came from an African source in Egypt and the southern Nile region (see Diop 1954, 1974 and Asante 1987). While some of the more extreme ideas of the "Afrocentrists" remain controversial in historical scholarship, they are bringing the role of black Africa in the ancient world out of obscurity into the realm of debate, which in itself advances the achievement of Africans and has shed light on the manner in which Euroamerican scholarship has systematically denied and suppressed information about Africa's past greatness, a greatness which included the empires of Egypt, Nubia, Ethiopia, Mali, Songhay, Timbuctoo, and Zimbabwe.
Untitled peoples GEOGRAPHY. 1045. Sept 3 5 EARLY indigenous africa HISTORY. From asante,MK and KW asante, african Culture The Rhythms of Unity, Chapter 3Yansane http://faculty.uncfsu.edu/doyler/TCHNG/HIST490SYL.htm
Extractions: FAYETTEVILLE STATE UNIVERSITY College of Arts and Sciences DEPARTMENT OF GOVERNMENT AND HISTORY FALL 2002 COURSE SYLLABUS: SENIOR SEMINAR HIST 490 AFRICAN CULTURAL HISTORY 3 SEMESTER CREDIT HOURS I. LOCATOR INFORMATION Instructor's Name: Dr. Dianne W. Oyler Office Location: JKSA 115 Office Phone: Office Hours: OR BY APPOINTMENT Alternate phone: Department Secretary 672-1573 Ms. Lashley II. COURSE DESCRIPTION: This course is a study in the nature of human society through its cultural setting. The humanities will be the medium through which the diverse societies of sub-Saharan Africa will be explored in their similar approaches to uses of the environment; oral tradition; religion; myths and legends; visual arts; music; dance; and theatre which effect social policies and an individual culture's vision of its own future. COURSE GOAL: This is an interdisciplinary course which introduces and discusses with some depth a specified cultural setting. Like the more generalized humanities course, the topics covered are those broad-based aspects of culture and the arts that help the students improve their skills in thinking, understanding, and communicating aesthetic and ethical judgments about the world. The student will be able to illustrate the cultural products that individual societies in this part of the world have regarded as aesthetically pleasing and the ways in which they were produced. III. TEXTBOOKS:
Research And Documentation Online: Social Sciences fulltext documents relating to communities in africa, the Americas particularlystrong for North American indigenous peoples, but global By Molefi K. asante. http://www.bedfordstmartins.com/hacker/resdoc/social_sciences/ethnic_studies.htm
Extractions: A directory to sites about Africa and the African diaspora around the world, located at the University of Pennsylvania. The site includes links to country-specific information, statistics, news feeds, African resources, materials for education, and other materials. It is frequently updated and clearly organized. Provides information that will lead to a greater understanding of the diversity of Asian Pacific Americans by focusing on issues of culture, diversity, multiculturalism, and minority issues. Sections on community, culture, and concerns contain selected resources organized by subtopic. The site is maintained by Wataru Ebihara of the Japanese American Cultural and Community Center in Los Angeles.
Extractions: They have also hunted it for its abundant meat, strong hide, hair, bone, and precious tusks. It is hardly surprising, therefore, that the elephant has nourished the African imagination. Its image is creatively transformed in African art and literature. The rich and enduring presence of the elephant in African art reflects as much about human society as about the animal itself. When elephant steps on trap, no more trap. The image of the elephant appears on some of the most important ritual objects used in ancestor veneration, masquerades, and rites of passage. Yet it also adorns humble domestic objects (combs, food bowls, heddle pulleys) and commercial products (beer, detergent, and postage stamps). Sometimes the elephant is depicted in isolation, other times it is part of a complex scene.
African Studies - History And Cultures and continuing development of Uganda's indigenous art forms.'; Hambukushu, Wayeyi,and Xanekwe peoples. coast, Bénin (Dahomey), Ghana (asante), Mali, Zimbabwe http://www.columbia.edu/cu/lweb/indiv/africa/cuvl/cult.html
Extractions: Africa Forum (H-Africa, H-Net Humanities and Social Sciences OnLine, Michigan State University, East Lansing, Michigan.) "History facing the present: an interview with Jan Vansina" (November 2001) and Reply by Jean-Luc Vellut "Photography and colonial vision," by Paul S. Landau (May 19, 1999, Dept. of History, Yale University, New Haven, Connecticut) H-Africa Africa Forum Home Page H-Africa Network Home Page
African Studies - Teaching Resources Columbia University Libraries); African indigenous Science and coast, Bénin (Dahomey),Ghana (asante), Mali, Zimbabwe of the movement of peoples, cultures, ideas http://www.columbia.edu/cu/lweb/indiv/africa/cuvl/teaching.html
Commonwealth School - Academics eg the Zulu or asante nationstates and independence; and apartheid in South africa. marginalizationand extermination of indigenous peoples, and successful http://www.commschool.org/main/history.html
Extractions: Ninth-graders study the history and literature of Ancient Greece and Rome.Through frequent short writing exercises, students work to develop a keen historical imagination and an appreciation for the unique challenges of government in the Greek polis, then in the multi-ethnic empire of the Romans. Readings include: The Odyssey, Oedipus the King, Knights and excerpts from the historical writings of Herodotus, Thucydides, Livy, Plutarch, and Tacitus. Medieval World History Tenth-graders study the Middle Ages (roughly C.E. 500-1500) in Europe, Africa, the Middle East, and Asia. These were centuries during which many peoples expanded their knowledge of the world. The Islamic and Chinese societies, in particular, traveled freely across the Eastern Hemisphere at this time. Students gain an understanding of the ways in which non-Western cultures contributed to the growth of world civilization. Emphasis is placed in this course on refining both research skills and analytical thinking. Texts include: Claster
Interv_mcleod to know about the changes they face in africa. indigenous peoples have also participateddirectly in many of our For example, the asante and the Madagascar http://www.therai.org.uk/pubs/at/museums/interv_mcleod.html
Extractions: His early background was not in museums or even in anthropology. Born in 1941 in Edinburgh, in 1965 he completed his first degree in history at Oxford. He took up an interest in anthropology, in which he completed a BLitt two years later at the age of 26, also at Oxford. From 1967-69 he was lecturer at the department of sociology, University of Ghana. Upon his return to England in 1969, he accepted a post as assistant curator at the Museum of Archaeology ad Ethnology in Cambridge, which was the beginning of a career in museums. In 1974 he was appointed to his present post at the Museum of Mankind.
Encyclopedia Of African History: List Of Entries VI of Islam in west africa Religion indigenous, and cults. and the founding of the asanteKingdom asante in the development of trade and power peoples of southern http://www.fitzroydearborn.com/london/africentr6.htm
FAF - Preamble in 1883 for excessively taxing the asante people. among the Akan and Ga peoples aswell A unique characteristic of africa's indigenous system of government was http://www.freeafrica.org/returning_to_africa.html
Extractions: Returning to Africa's Roots/Modernizing the Indigenous George B.N. Ayittey All Africa needs to do is to return to its roots and build on and modernize its own indigenous institutions. There is now a greater awareness of the need to reexamine Africa's own heritage. Return to traditional institutions will ensure not only peace but stability as well: In Mali each existing ethnic group is recognized for its distinct heritage. "Ethnicity cannot be manipulated in this society," said educator Lalla Ben Barkar. "The people may be from the north or the south, but in the end they realize they are one nation, and that is Mali" (The Washington Post, 24 March 1996, A28). Carl M. Peterson and Daniel T. Barkely offered a reason why Somalia imploded: The previous government [Siad Barre's] failed to incorporate the institutional aspects of Somalia's indigenous culture into a functioning national body. [Therefore] a stable, viable and fair political system must comprise the essential characteristics of Somalia's complex society. This means revitalizing indigenous institutions, restoring traditional powers and giving clans a legitimate outlet for political expression. (New African, June 1993, 20). E. F. Kolajo of Thoyandou, South Africa, concurred: "The Japanese, Chinese, and Indians still maintain their roots, and they are thriving as nations. Africa embraces foreign cultures at the expense of its own, and this is why nothing seems to work for us" (New African, February 1995, 4). In fact, according to The Bangkok Post, "Japan's postwar success has demonstrated that modernization does not mean Westernization. Japan has modernized spectacularly, yet remains utterly different from the West. Economic success in Japan has nothing to do with individualism. It is the fruit of sheer discipline the ability to work in groups and to conform" (cited by The Washington Times, 9 November 1996, A8).
DEVFORUM: Comprehensive Development Framework groups in the impoverishment and disenfranchisement of indigenous peoples. YvonneMcCalla Sobers asante@colis.com to be possible, the CDF in africa requires a http://www2.worldbank.org/hm/cdf/0038.html
