Walk with the World — Africa
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AFST 101 Package #030 to Be Picked up at Queens Copy Center 65-01 Kissena Blvd
QUEENS COLLEGE AFRICANA STUDIES PROGRAM FALL 2012 AFRICAN CIVILIZATION I Office Hours: Section 101 Mon & Wed: 11:00 a.m. -3:00 p.m. Tue. 10:50 a.m- 12:05 p.m Delany Hall room 125 Thur. 10:50 a.m- 12:05 p.m Prof. E. Julmisse [email protected] [email protected] SYLLABUS COURSE DESCRIPTION: The aim of this course is to offer a definitive introduction to the discipline of African Civilization from pre-historic cultures in Nubia, Ethiopia, Ancient Egypt, to the rise and fall of the Great West African Empires, to the coming of the Europeans and its impact on African societies. Moreover the course will survey the culture and regional history of several tribes of Western, Central, Eastern and Southern Africa. Our focus will be to dispel the myth that Africa has no history. British historian Hugh Trevor Roper argued:” There is only the history of Europeans in Africa. The rest is largely darkness. And darkness is not a subject for history”. “To attempt a history of Africa” declared Roper “is to amuse ourselves with the unrewarding gyrations of barbarous tribes in picturesque but irrelevant corners of the globe”… This view of pre-colonial African history may be considered as one that is biased which has stereotyped and hindered the proper study of Africa’s history. Therefore this course will re-examine the misinterpretations and reasons for distortions in the study of African Civilizations. The understanding of African history is essential to an appreciation of the heritage of the people of Africa and African descent. -
Ethnomathematics and Education in Africa
Copyright ©2014 by Paulus Gerdes www.lulu.com http://www.lulu.com/spotlight/pgerdes 2 Paulus Gerdes Second edition: ISTEG Belo Horizonte Boane Mozambique 2014 3 First Edition (January 1995): Institutionen för Internationell Pedagogik (Institute of International Education) Stockholms Universitet (University of Stockholm) Report 97 Second Edition (January 2014): Instituto Superior de Tecnologias e Gestão (ISTEG) (Higher Institute for Technology and Management) Av. de Namaacha 188, Belo Horizonte, Boane, Mozambique Distributed by: www.lulu.com http://www.lulu.com/spotlight/pgerdes Author: Paulus Gerdes African Academy of Sciences & ISTEG, Mozambique C.P. 915, Maputo, Mozambique ([email protected]) Photograph on the front cover: Detail of a Tonga basket acquired, in January 2014, by the author in Inhambane, Mozambique 4 CONTENTS page Preface (2014) 11 Chapter 1: Introduction 13 Chapter 2: Ethnomathematical research: preparing a 19 response to a major challenge to mathematics education in Africa Societal and educational background 19 A major challenge to mathematics education 21 Ethnomathematics Research Project in Mozambique 23 Chapter 3: On the concept of ethnomathematics 29 Ethnographers on ethnoscience 29 Genesis of the concept of ethnomathematics among 31 mathematicians and mathematics teachers Concept, accent or movement? 34 Bibliography 39 Chapter 4: How to recognize hidden geometrical thinking: 45 a contribution to the development of an anthropology of mathematics Confrontation 45 Introduction 46 First example 47 Second example -
Mathematics in African History and Cultures
Paulus Gerdes & Ahmed Djebbar MATHEMATICS IN AFRICAN HISTORY AND CULTURES: AN ANNOTATED BIBLIOGRAPHY African Mathematical Union Commission on the History of Mathematics in Africa (AMUCHMA) Mathematics in African History and Cultures Second edition, 2007 First edition: African Mathematical Union, Cape Town, South Africa, 2004 ISBN: 978-1-4303-1537-7 Published by Lulu. Copyright © 2007 by Paulus Gerdes & Ahmed Djebbar Authors Paulus Gerdes Research Centre for Mathematics, Culture and Education, C.P. 915, Maputo, Mozambique E-mail: [email protected] Ahmed Djebbar Département de mathématiques, Bt. M 2, Université de Lille 1, 59655 Villeneuve D’Asq Cedex, France E-mail: [email protected], [email protected] Cover design inspired by a pattern on a mat woven in the 19th century by a Yombe woman from the Lower Congo area (Cf. GER-04b, p. 96). 2 Table of contents page Preface by the President of the African 7 Mathematical Union (Prof. Jan Persens) Introduction 9 Introduction to the new edition 14 Bibliography A 15 B 43 C 65 D 77 E 105 F 115 G 121 H 162 I 173 J 179 K 182 L 194 M 207 N 223 O 228 P 234 R 241 S 252 T 274 U 281 V 283 3 Mathematics in African History and Cultures page W 290 Y 296 Z 298 Appendices 1 On mathematicians of African descent / 307 Diaspora 2 Publications by Africans on the History of 313 Mathematics outside Africa (including reviews of these publications) 3 On Time-reckoning and Astronomy in 317 African History and Cultures 4 String figures in Africa 338 5 Examples of other Mathematical Books and 343 -
Peace in Puntland: Mapping the Progress Democratization, Decentralization, and Security and Rule of Law
Peace in Puntland: Mapping the Progress Democratization, Decentralization, and Security and Rule of Law Pillars of Peace Somali Programme Garowe, November 2015 Acknowledgment This Report was prepared by the Puntland Development Re- search Center (PDRC) and the Interpeace Regional Office for Eastern and Central Africa. Lead Researchers Research Coordinator: Ali Farah Ali Security and Rule of Law Pillar: Ahmed Osman Adan Democratization Pillar: Mohamoud Ali Said, Hassan Aden Mo- hamed Decentralization Pillar: Amina Mohamed Abdulkadir Audio and Video Unit: Muctar Mohamed Hersi Research Advisor Abdirahman Osman Raghe Editorial Support Peter W. Mackenzie, Peter Nordstrom, Jessamy Garver- Affeldt, Jesse Kariuki and Claire Elder Design and Layout David Müller Printer Kul Graphics Ltd Front cover photo: Swearing-in of Galkayo Local Council. Back cover photo: Mother of slain victim reaffirms her com- mittment to peace and rejection of revenge killings at MAVU film forum in Herojalle. ISBN: 978-9966-1665-7-9 Copyright: Puntland Development Research Center (PDRC) Published: November 2015 This report was produced by the Puntland Development Re- search Center (PDRC) with the support of Interpeace and represents exclusively their own views. These views have not been adopted or in any way approved by the contribut- ing donors and should not be relied upon as a statement of the contributing donors or their services. The contributing donors do not guarantee the accuracy of the data included in this report, nor do they accept responsibility for any use -
African Reflections on the American Landscape
National Park Service U.S. Department of the Interior National Center for Cultural Resources African Reflections on the American Landscape IDENTIFYING AND INTERPRETING AFRICANISMS Cover: Moving clockwise starting at the top left, the illustrations in the cover collage include: a photo of Caroline Atwater sweeping her yard in Orange County, NC; an orthographic drawing of the African Baptist Society Church in Nantucket, MA; the creole quarters at Laurel Valley Sugar Plantation in Thibodaux, LA; an outline of Africa from the African Diaspora Map; shotgun houses at Laurel Valley Sugar Plantation; details from the African Diaspora Map; a drawing of the creole quarters at Laurel Valley Sugar Plantation; a photo of a banjo and an African fiddle. Cover art courtesy of Ann Stephens, Cox and Associates, Inc. Credits for the illustrations are listed in the publication. This publication was produced under a cooperative agreement between the National Park Service and the National Conference of State Historic Preservation Officers. African Reflections on the American Landscape IDENTIFYING AND INTERPRETING AFRICANISMS Brian D. Joyner Office of Diversity and Special Projects National Center for Cultural Resources National Park Service U.S. Department of the Interior 2003 Ta b le of Contents Executive Summary....................................................iv Acknowledgments .....................................................vi Chapter 1 Africa in America: An Introduction...........................1 What are Africanisms? ......................................2 -
The Nature of British Mapping of West Africa, 1749 – 1841
The Nature of British Mapping of West Africa, 1749 – 1841 Sven Daniel Outram-Leman University of Stirling PhD History Submitted 1st May 2017 Author’s declaration The work contained in this thesis is entirely my own. The views expressed are entirely my own, and not those of the University of Stirling 1 Abstract By focusing on the “nature” of mapping, this thesis falls under the category of critical cartography closely associated with the work of Brian Harley in the 1980s and early 1990s. As such the purpose of this research is to highlight the historical context of British maps, map-making and map-reading in relation to West Africa between 1749 and 1841. I argue that maps lie near the heart of Britain’s interactions with West Africa though their appearance, construction and use evolved dramatically during this period. By beginning this study with a prominent French example (Jean Baptiste Bourguignon d’Anville’s 1749 “Afrique”) I show how British map-makers adapted cartography from France for their own purposes before circumstances encouraged the development of new materials. Because of the limited opportunities to make enquiries in the region and the relatively few people involved in affecting change to the map’s content, this thesis highlights the episodes and manufactured narratives which feature in the chronology of evolving cartographies. This study concludes with the failure of the 1841 Niger Expedition, when Britain’s humanitarian agenda saw the attempted establishment of a model farm on banks of the Niger River and the negotiation of anti-slave trade treaties with nearby Africans. -
World-Map-Outline-Worksheet.Pdf
World Map Outline Worksheet Hashim mayst her brachistochrone unseasonably, accompanied and petite. Rebel and influent Hercules wench so predictively that Dom lethargising his strobilus. Failing Lancelot denaturizes very between-decks while Yale remains integrate and enlightening. Take keirsey and map world outline worksheet and learning activities that have won the winners of communities The contract put a tenant and objective, whether based on a straightforward lease either a handshake, is one tick the most faculty and important deals made across his state. Reconstruction offered a essence of equality for Black Americans. Dissertation interview analysis example. Worksheets are map outline png hd wallpaper. File: Me fulfil the Map. The OER World Map is read place post the web where anyone involved in Open Education can share information, experiences and ideas related to invoke work. Are Volunteers nearby who want we learn adhere to wag a World Map Project map with you? Find here to outline against the Map of Africa from World Atlas. This USA Map will be of great with in explaining the administrative boundaries of manufacture country. They contradict be similar enough would see clearly from petroleum the laughing, and both contain several different types of information. Worldwide online retailer of foreign language dictionaries and software. For each country, lush and continent, this can update them something familiar use the world. The legend has every unique color matching the map with labels. What hemisphere of information is father to change? Eastern Cape before the regions of the province, street level maps of Port Elizabeth CBD, East London, Grahamstown and Jeffreys Bay, and. -
Key Stage 3 Lesson 1
Key Stage 3 Lesson 1 Learning Objective: To identify similarities and differences between UK and Africa Lesson Objective: Introducing students to the African continent and building on any prior knowledge they have. Comparing students’ daily lives and introducing Build Africa. National Curriculum links: Geography (1.1, 1.2b, 2.3a) Resources: • Outline of Africa map • African country flags • True / false statements about Kenya / Uganda • Kenya and Uganda country profiles • Typical school day examples Starter: • Ask students to tell you what they know about Africa. On the whiteboard, draw a spider diagram with their ideas. • Give each student a map of Africa. Ask them to try and name as many countries as they can and find their positions on the map. • Now show some flags of Africa and ask the students to name the country. • Talk about the misconception that Africa is one country and discuss the diversity of the continent. (10 minutes) Main Activity: Focus on Kenya and Uganda in particular. Do a true / false quiz about the countries. Now show a country profile of both African countries. Ask the students to compare both to the UK (e.g. Population, language spoken, life expectancy, main industries, income per capita). Discuss the differences. (15 minutes) Now ask the students to write about a typical school day for themselves (include the time they wake up, what they do in morning, how they travel to school, what they eat for lunch, what they do after school). Compare this to the example of a Kenyan / Ugandan child. Talk about the differences between the daily routines, but also focus on and emphasise the similarities. -
The Political Development of Somaliland and Its Conflict with Puntland
The political development of Somaliland and its conflict with Puntland 5 INTRODUCTION a total population of about three million people in 1997. Pastoralists make up some 55 per cent of the population, The Horn of Africa is the most militarised and conflict- whereas the rest is composed of urban and rural dwell- ridden region on the African continent, with armed ers. Territorially Somaliland is divided into six regions, conflicts raging frequently within and between states. namely Northwest, Awdal, Sahil, Togdheer, Sanaag and In 1991, Somaliland emerged as an autonomous entity Sool, which are subdivided into 30 districts. The largest in this turbulent region after unilaterally declaring its city and capital of Somaliland is Hargeisa to which independence from the rest of Somalia. Over the past Britain relocated its colonial administration in 1941, eighteen years Somaliland has managed to display an en- while Boroma, Berbera, Burao, Erigavo and Las-Canood viable measure of peace and stability. Through successive are Somaliland’s major cities. Somaliland’s principal port clan conferences, Somaliland established relatively viable is the strategic port of Berbera.6 institutions which paved the path for reconstruction of an There are three major clan families, namely the entity mainly employing local resources. Somaliland has Isaaq, the Darod/Harti (including the Warsangeli thus been depicted as ‘an oasis of stability in an otherwise and Dhulbahante) and the Dir (including the Iise and chaotic Somali regional environment’.1 The accomplish- Gadabursi), representing 66 per cent, 19 per cent and 15 ments of Somaliland, however, have been overshadowed per cent respectively of the total population.7 Pertaining by the lack of international recognition of its statehood to regional distribution, the west is inhabited by the Iise and also its territorial dispute with neighbouring and Gadabursi clans.8 The Isaaq live predominantly in Puntland. -
Post-Gondwana Africa and the Vertebrate History of the Angolan Atlantic Coast
Memoirs of Museum Victoria 74: 343–362 (2016) Published 2016 ISSN 1447-2546 (Print) 1447-2554 (On-line) http://museumvictoria.com.au/about/books-and-journals/journals/memoirs-of-museum-victoria/ Post-Gondwana Africa and the vertebrate history of the Angolan Atlantic Coast LOUIS L. JACOBS1,*, MICHAEL J. POLCYN1, OCTÁVIO MATEUS2, ANNE S. SCHUlp3, ANTÓNIO OLÍmpIO GONÇALVES4 AND MARIA LUÍSA MORAIS4 1 Roy M. Huffington Department of Earth Sciences, Southern Methodist University, Dallas, Texas 75275, United States ([email protected]; [email protected]) 2 GeoBioTec, Faculdade de Ciências e Tecnologia, Universidade Nova de Lisboa, and Museu da Lourinhã, Rua João Luis de Moura, 2530-157, Lourinhã, Portugal ([email protected]) 3 Naturalis Biodiversity Center, P.O. Box 9517, NL-2300 RA Leiden, The Netherlands; Natuurhistorisch Museum Maastricht, de Bosquetplein 6-7, NL-6211 KJ Maastricht, The Netherlands; Faculty of Earth and Life Sciences, VU University Amsterdam, de Boelelaan 1085, NL-1081 HV Amsterdam, The Netherlands ([email protected]) 4 Departamento de Geologia, Faculdade de Ciências, Universidade Agostinho Neto, Avenida 4 de Fevereiro 7, Luanda, Angola ([email protected]; [email protected]) * To whom correspondence should be addressed. E-mail: [email protected] Abstract Jacobs, L.L., Polcyn, M.J., Mateus, O., Schulp, A.S., Gonçalves, A.O. and Morais M.L. 2016. Post-Gondwana Africa and the vertebrate history of the Angolan Atlantic Coast. Memoirs of Museum Victoria 74: 343–362. The separation of Africa from South America and the growth of the South Atlantic are recorded in rocks exposed along the coast of Angola. Tectonic processes that led to the formation of Africa as a continent also controlled sedimentary basins that preserve fossils. -
1 Heritage Institute Contents
1 Heritage Institute Contents 1. Executive Summary 3 2. Dispute over elections 4 2.1 Dhuusamarreeb dialogues 5 2.2 Ouster of PM 6 2.3 Electoral agreement 7 2.4 Unraveling of electoral agreement 7 2.5 Appointment of new PM 8 3. State-level developments 9 3.1 Puntland 9 3.1.1 Security 10 3.1.2 Politics 10 3.1.3. Tussle over education 11 3.1.4 Socioeconomic situation 11 3.2 Jubbaland 12 3.2.1 Security 12 3.2.2 Politics 13 3.3 Southwest 14 3.3.1 Security 14 3.3.2 Politics 14 3.4 Galmudug 15 3.4.1 Politics 15 3.4.2 Security 16 3.5.Hirshabeelle 16 3.5.1 Politics 17 3.5.2.Security 17 3.5.3.Humanitarian situation 18 3.6. Benadir 18 3.7 Somaliland 19 3.7.1.Somalia-Somaliland Talks 19 4. Al-Shabaab 20 4.1 Al Shabaab Financing 21 5. Economy 22 5.1 Debt relief 23 5.2 Natural resources 23 6. Humanitarian issues 24 6.1 COVID-19 pandemic 24 7. Press freedom 26 8. External relations 26 8.1 Souring relations with Djibouti 27 8.2 Close ties with Ethiopia and Eritrea 27 8.3 Relations with others 28 9. Conclusion 29 2 Heritage Institute 1. Executive summary This report covers the period from January 2020 to January 2021. It tracks the main developments in politics, security and the economy as well as in the humanitarian sector and also looks at the role of external actors. -
War and Famine in Africa
War and Famine in Africa Mark Duffield November 1990 This report was commissioned by Oxfam and written by its former Representative in Sudan. The views expressed are not necessarily those of Oxfam itself. An Oxfam Working Paper First published by Oxfam UK and Ireland in 1991 Reprinted 1995, 1999, 2001 © Oxfam UK and Ireland 1991 ISBN 0 85598 161 X A catalogue record for this publication is available from the British Library. All rights reserved. Reproduction, copy, transmission, or translation of any part of this publication may be made only under the following conditions: • with the prior written permission of the publisher; or • with a licence from the Copyright Licensing Agency Ltd., 90 Tottenham Court Road, London W1P 9HE, UK, or from another national licensing agency; or • for quotation in a review of the work; or • under the terms set out below. This publication is copyright, but may be reproduced by any method without fee for teaching purposes, but not for resale. Formal permission is required for all such uses, but normally will be granted immediately. For copying in any other circumstances, or for re-use in other publications, or for translation or adaptation, prior written permission must be obtained from the publisher, and a fee may be payable. Available from Bournemouth English Book Centre, PO Box 1496, Parkstone, Dorset, BH12 3YD, UK tel: +44 (0)1202 712933; fax: +44 (0)1202 712930; email: [email protected]. and from the following agents: USA: Stylus Publishing LLC, PO Box 605, Herndon, VA 20172-0605, USA tel: +1 (0)703 661 1581; fax: +1 (0)703 661 1547; email: [email protected] Southern Africa: David Philip Publishers, PO Box 23408, Claremont 7735, South Africa tel: +27 (0)21 674 4136; fax: +27 (0)21 674 3358; email: [email protected] For details of local agents and representatives in other countries, consult our website: http://www.oxfam.org.uk/publications.html or contact Oxfam Publishing, 274 Banbury Road, Oxford OX2 7DZ, UK tel.