Africans: the HISTORY of a CONTINENT, Second Edition
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Lessons from Burkina Faso's Thomas Sankara By
Pan-Africanism and African Renaissance in Contemporary Africa: Lessons from Burkina Faso’s Thomas Sankara By: Moorosi Leshoele (45775389) Submitted in accordance with the requirements for the degree of Doctor of Philosophy At the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: Prof Vusi Gumede (September 2019) DECLARATION (Signed) i | P a g e DEDICATION I dedicate this thesis to Thomas Noel Isadore Sankara himself, one of the most underrated leaders in Africa and the world at large, who undoubtedly stands shoulder to shoulder with ANY leader in the world, and tall amongst all of the highly revered and celebrated revolutionaries in modern history. I also dedicate this to Mariam Sankara, Thomas Sankara’s wife, for not giving up on the long and hard fight of ensuring that justice is served for Sankara’s death, and that those who were responsible, directly or indirectly, are brought to book. I also would like to tremendously thank and dedicate this thesis to Blandine Sankara and Valintin Sankara for affording me the time to talk to them at Sankara’s modest house in Ouagadougou, and for sharing those heart-warming and painful memories of Sankara with me. For that, I say, Merci boucop. Lastly, I dedicate this to my late father, ntate Pule Leshoele and my mother, Mme Malimpho Leshoele, for their enduring sacrifices for us, their children. ii | P a g e AKNOWLEDGEMENTS To begin with, my sincere gratitude goes to my Supervisor, Professor Vusi Gumede, for cunningly nudging me to enrol for doctoral studies at the time when the thought was not even in my radar. -
Communications Report of Special Procedures*
United Nations A/HRC/18/51 General Assembly Distr.: General 9 September 2011 English/French/Spanish only Human Rights Council Eighteenth session Agenda item 5 Human rights bodies and mechanisms Communications Report of Special Procedures* Communications sent, 1 December 2010 to 31 May 2011; Replies received, 1 February 2011 to 31 July 2011 Joint report by the Special Rapporteur on adequate housing as a component of the right to an adequate standard of living, and on the right to non-discrimination in this context; the Working Group on arbitrary detention; the Special Rapporteur on the situation of human rights in Cambodia; the Special Rapporteur on the sale of children, child prostitution and child pornography; the Independent Expert in the field of cultural rights; the Special Rapporteur on the right to education; the Working Group on enforced or involuntary disappearances; the Special Rapporteur on extrajudicial, summary or arbitrary executions; the Special Rapporteur on the right to food; the Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression; the Special Rapporteur on the rights to freedom of peaceful assembly and of association; the Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression; the Special Rapporteur on freedom of religion or belief; the Special Rapporteur on the right of everyone to the enjoyment of the highest attainable standard of physical and mental health; the Special Rapporteur on the situation of human rights defenders; -
The Harem 19Th-20Th Centuries”
Pt.II: Colonialism, Nationalism, the Harem 19th-20th centuries” Week 11: Nov. 27-9; Dec. 2 “Northern Nigeria: from Caliphate to Colony” Nigeria: 19th-20th C. • Early 19th C. Jihad established Sokoto Caliphate: • Uthman dan Fodio • Born to scholarly family (c.1750) • Followed conservative Saharan brotherhood (Qadiriyya) Northern Nigeria: 19th-20th C. Nigeria: 19th-20th C. • 1790s – 1804: growing reputation as teacher • Preaching against Hausa Islam: state we left in discussion of Kano Palace18th c. (Nast) • ‘corruption’: illegal imposition various taxes • ‘paganism’: continued practice ‘pre-Islamic’ rituals (especially Bori spirit cult) • Charged political opponent, Emir of Gobir as openly supporting: first ‘target’ of jihad Nigeria: 19th-20th C. • 1804: beginning of jihad • Long documented correspondence/debate between them • Emir of Gobir did not accept that he was ‘bad Muslim’ who needed to ‘convert’ – dan Fodio ‘disagreed’ • Declared ‘Holy War’ Nigeria: 19th-20th C. Nigeria: 19th-20th C. • Drew in surrounding regions: why attracted? • marginalization vis-à-vis central Hausa provinces • exploited by excessive taxation • attraction of dan Fodio’s charisma, genuine religious fervour Nigeria: 19th-20th C. • 1817, Uthman dan Fodio died: • Muhamed Bello (son) took over as ‘caliph’ • nature of jihad changed fundamentally: became one of ‘the heart and mind’ • ‘conquest’ only established fragile boundaries of state • did not create the Islamic regime envisaged by dan Fodio Nigeria: 19th-20th C. • New ‘Islamic state’ carved out of pre-existing Muslim society: needed full legitimization • Key ‘tool’ to shaping new society -- ‘educating people to understand the Revolution’ -- was education Nigeria: 19th-20th C. Nana Asma’u (1793 – 1864): - educated daughter of Uthman dan Fodio - fluent in Arabic, Fulfulbe, Hausa, Tamechek [Tuareg] - sister Mohamed Bello Nigeria: 19th-20th C. -
Legacies of Colonialism and Islam for Hausa Women: an Historical Analysis, 1804-1960
Legacies of Colonialism and Islam for Hausa Women: An Historical Analysis, 1804-1960 by Kari Bergstrom Michigan State University Winner of the Rita S. Gallin Award for the Best Graduate Student Paper in Women and International Development Working Paper #276 October 2002 Abstract This paper looks at the effects of Islamization and colonialism on women in Hausaland. Beginning with the jihad and subsequent Islamic government of ‘dan Fodio, I examine the changes impacting Hausa women in and outside of the Caliphate he established. Women inside of the Caliphate were increasingly pushed out of public life and relegated to the domestic space. Islamic law was widely established, and large-scale slave production became key to the economy of the Caliphate. In contrast, Hausa women outside of the Caliphate were better able to maintain historical positions of authority in political and religious realms. As the French and British colonized Hausaland, the partition they made corresponded roughly with those Hausas inside and outside of the Caliphate. The British colonized the Caliphate through a system of indirect rule, which reinforced many of the Caliphate’s ways of governance. The British did, however, abolish slavery and impose a new legal system, both of which had significant effects on Hausa women in Nigeria. The French colonized the northern Hausa kingdoms, which had resisted the Caliphate’s rule. Through patriarchal French colonial policies, Hausa women in Niger found they could no longer exercise the political and religious authority that they historically had held. The literature on Hausa women in Niger is considerably less well developed than it is for Hausa women in Nigeria. -
RCS Demographics V2.0 Codebook
Religious Characteristics of States Dataset Project Demographics, version 2.0 (RCS-Dem 2.0) CODE BOOK Davis Brown Non-Resident Fellow Baylor University Institute for Studies of Religion [email protected] Acknowledgements I would like to thank the following persons for their assistance, without which this project could not have been completed. First and foremost, my co-principal investigator, Patrick James. Among faculty and researchers, I thank Brian Bergstrom, Peter W. Brierley, Peter Crossing, Abe Gootzeit, Todd Johnson, Barry Sang, and Sanford Silverburg. I also thank the library staffs of the following institutions: Assembly of God Theological Seminary, Catawba College, Maryville University of St. Louis, St. Louis Community College System, St. Louis Public Library, University of Southern California, United States Air Force Academy, University of Virginia, and Washington University in St. Louis. Last but definitely not least, I thank the following research assistants: Nolan Anderson, Daniel Badock, Rebekah Bates, Matt Breda, Walker Brown, Marie Cormier, George Duarte, Dave Ebner, Eboni “Nola” Haynes, Thomas Herring, and Brian Knafou. - 1 - TABLE OF CONTENTS Introduction 3 Citation 3 Updates 3 Territorial and Temporal Coverage 4 Regional Coverage 4 Religions Covered 4 Majority and Supermajority Religions 6 Table of Variables 7 Sources, Methods, and Documentation 22 Appendix A: Territorial Coverage by Country 26 Double-Counted Countries 61 Appendix B: Territorial Coverage by UN Region 62 Appendix C: Taxonomy of Religions 67 References 74 - 2 - Introduction The Religious Characteristics of States Dataset (RCS) was created to fulfill the unmet need for a dataset on the religious dimensions of countries of the world, with the state-year as the unit of observation. -
Greetings from MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY and Meals on Wheels July 5 July 6 July 7 July 8 July 9 It’S July and the Middle of Able to Process Information
ARENA: Meals Cooked On Site. Serving at Noon. Call Candy at (608) 341-6859. S.U.N. AVOCA: Home Delivery Only, Monday, Wednesday and Friday. Call (608) 930-9845. NUTRITION CENTERS HIGHLAND: Meals provided by Betsy’s Restaurant. Call Naomi at (608) 929-7482. Senior Dining HOLLANDALE: Meals provided by Viking Café in Blanchardville. Call (608) 523-4327. Greetings from MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY and Meals on Wheels July 5 July 6 July 7 July 8 July 9 It’s July and the middle of able to process information. Medical JULY Italian Sausage Cobb Salad: Tilapia Scampi summer. We are ready to attention is needed with severe dehydration, INDEPENDENCE DAY on a Hard Roll w/Peppers, Bacon, Egg, Chicken, Pork Roast w/Applesauce Linguini w/Butter, get back to some degree since it can lead to confusion, kidney failure, OBSERVED Onions & Sauce Blue Cheese, Avocado, Scalloped Potatoes Parsley & Parmesan of normalcy, which makes heart problems and possibly death. It is also Potato Wedges Mixed Greens Sliced Carrots Peas me very happy. On July possible to become overhydrated. Although NO MEALS Black Bean Salad & Ranch Dressing Rye Roll Fresh Spinach Salad 2021 MENUS 29, we will return to our not as common, athletes and individuals SERVED Black Forest Cake Seasonal Fruit Pineapple Tidbits Blueberry Lemon annual steak cookout. All with certain medical conditions are at higher w/Cherries Sugar Cookie Frozen Dessert Suggested Donations: $5.00 Congregate and $5.50 Home Delivery of the participants and the risk. Confusion and seizures can occur. July 12 July 13 July 14 July 15 July 16 Cecile McManus, RD staff look forward to this Many factors affect how much water you HIGHLAND: Call Naomi at (608) 929-7482. -
The Impact of the Second World War on the Decolonization of Africa
Bowling Green State University ScholarWorks@BGSU 17th Annual Africana Studies Student Research Africana Studies Student Research Conference Conference and Luncheon Feb 13th, 1:30 PM - 3:00 PM The Impact of the Second World War on the Decolonization of Africa Erin Myrice Follow this and additional works at: https://scholarworks.bgsu.edu/africana_studies_conf Part of the African Languages and Societies Commons Myrice, Erin, "The Impact of the Second World War on the Decolonization of Africa" (2015). Africana Studies Student Research Conference. 2. https://scholarworks.bgsu.edu/africana_studies_conf/2015/004/2 This Event is brought to you for free and open access by the Conferences and Events at ScholarWorks@BGSU. It has been accepted for inclusion in Africana Studies Student Research Conference by an authorized administrator of ScholarWorks@BGSU. The Impact of the Second World War on the Decolonization of Africa Erin Myrice 2 “An African poet, Taban Lo Liyong, once said that Africans have three white men to thank for their political freedom and independence: Nietzsche, Hitler, and Marx.” 1 Marx raised awareness of oppressed peoples around the world, while also creating the idea of economic exploitation of living human beings. Nietzsche created the idea of a superman and a master race. Hitler attempted to implement Nietzsche’s ideas into Germany with an ultimate goal of reaching the whole world. Hitler’s attempted implementation of his version of a ‘master race’ led to one of the most bloody, horrific, and destructive wars the world has ever encountered. While this statement by Liyong was bold, it held truth. The Second World War was a catalyst for African political freedom and independence. -
Sudan a Country Study.Pdf
A Country Study: Sudan An Nilain Mosque, at the site of the confluence of the Blue Nile and White Nile in Khartoum Federal Research Division Library of Congress Edited by Helen Chapin Metz Research Completed June 1991 Table of Contents Foreword Acknowledgements Preface Country Profile Country Geography Society Economy Transportation Government and Politics National Security Introduction Chapter 1 - Historical Setting (Thomas Ofcansky) Early History Cush Meroe Christian Nubia The Coming of Islam The Arabs The Decline of Christian Nubia The Rule of the Kashif The Funj The Fur The Turkiyah, 1821-85 The Mahdiyah, 1884-98 The Khalifa Reconquest of Sudan The Anglo-Egyptian Condominium, 1899-1955 Britain's Southern Policy Rise of Sudanese Nationalism The Road to Independence The South and the Unity of Sudan Independent Sudan The Politics of Independence The Abbud Military Government, 1958-64 Return to Civilian Rule, 1964-69 The Nimeiri Era, 1969-85 Revolutionary Command Council The Southern Problem Political Developments National Reconciliation The Transitional Military Council Sadiq Al Mahdi and Coalition Governments Chapter 2 - The Society and its Environment (Robert O. Collins) Physical Setting Geographical Regions Soils Hydrology Climate Population Ethnicity Language Ethnic Groups The Muslim Peoples Non-Muslim Peoples Migration Regionalism and Ethnicity The Social Order Northern Arabized Communities Southern Communities Urban and National Elites Women and the Family Religious -
Making Metals in East Africa and Beyond: Archaeometallurgy in Azania, 1966-2015
This is a repository copy of Making metals in East Africa and beyond: archaeometallurgy in Azania, 1966-2015. White Rose Research Online URL for this paper: http://eprints.whiterose.ac.uk/103013/ Version: Accepted Version Article: Iles, L.E. orcid.org/0000-0003-4113-5844 and Lyaya, E. (2015) Making metals in East Africa and beyond: archaeometallurgy in Azania, 1966-2015. Azania, 50. pp. 481-494. ISSN 0067-270X https://doi.org/10.1080/0067270X.2015.1102941 Reuse Unless indicated otherwise, fulltext items are protected by copyright with all rights reserved. The copyright exception in section 29 of the Copyright, Designs and Patents Act 1988 allows the making of a single copy solely for the purpose of non-commercial research or private study within the limits of fair dealing. The publisher or other rights-holder may allow further reproduction and re-use of this version - refer to the White Rose Research Online record for this item. Where records identify the publisher as the copyright holder, users can verify any specific terms of use on the publisher’s website. Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. [email protected] https://eprints.whiterose.ac.uk/ COVER PAGE Making metals in east Africa and beyond: archaeometallurgy in Azania, 1966–2015 Louise Ilesa and Edwinus Lyayab a Department of Archaeology, University of York, York YO1 7EP, United Kingdom. Corresponding author, [email protected]. -
RECORDS CODIFICATION MANUAL Prepared by the Office Of
RECORDS CODIFICATION MANUAL Prepared by The Office of Communications and Records Department of State (Adopted January 1, 1950—Revised January 1, 1955) I I CLASSES OF RECORDS Glass 0 Miscellaneous. I Class 1 Administration of the United States Government. Class 2 Protection of Interests (Persons and Property). I Class 3 International Conferences, Congresses, Meetings and Organizations. United Nations. Organization of American States. Multilateral Treaties. I Class 4 International Trade and Commerce. Trade Relations, Treaties, Agreements. Customs Administration. Class 5 International Informational and Educational Relations. Cultural I Affairs and Programs. Class 6 International Political Relations. Other International Relations. I Class 7 Internal Political and National Defense Affairs. Class 8 Internal Economic, Industrial and Social Affairs. 1 Class 9 Other Internal Affairs. Communications, Transportation, Science. - 0 - I Note: - Classes 0 thru 2 - Miscellaneous; Administrative. Classes 3 thru 6 - International relations; relations of one country with another, or of a group of countries with I other countries. Classes 7 thru 9 - Internal affairs; domestic problems, conditions, etc., and only rarely concerns more than one I country or area. ' \ \T^^E^ CLASS 0 MISCELLANEOUS 000 GENERAL. Unclassifiable correspondence. Crsnk letters. Begging letters. Popular comment. Public opinion polls. Matters not pertaining to business of the Department. Requests for interviews with officials of the Department. (Classify subjectively when possible). Requests for names and/or addresses of Foreign Service Officers and personnel. Requests for copies of treaties and other publications. (This number should never be used for communications from important persons, organizations, etc.). 006 Precedent Index. 010 Matters transmitted through facilities of the Department, .1 Telegrams, letters, documents. -
Jeremy Mcmaster Rich
Jeremy McMaster Rich Associate Professor, Department of Social Sciences Marywood University 2300 Adams Avenue, Scranton, PA 18509 570-348-6211 extension 2617 [email protected] EDUCATION Indiana University, Bloomington, IN. Ph.D., History, June 2002 Thesis: “Eating Disorders: A Social History of Food Supply and Consumption in Colonial Libreville, 1840-1960.” Dissertation Advisor: Dr. Phyllis Martin Major Field: African history. Minor Fields: Modern West European history, African Studies Indiana University, Bloomington, IN. M.A., History, December 1994 University of Chicago, Chicago, IL. B.A. with Honors, History, June 1993 Dean’s List 1990-1991, 1992-1993 TEACHING Marywood University, Scranton, PA. Associate Professor, Dept. of Social Sciences, 2011- Middle Tennessee State University, Murfreesboro, TN. Associate Professor, Dept. of History, 2007-2011 Middle Tennessee State University, Murfreesboro, TN. Assistant Professor, Dept. of History, 2006-2007 University of Maine at Machias, Machias, ME. Assistant Professor, Dept. of History, 2005-2006 Cabrini College, Radnor, PA. Assistant Professor (term contract), Dept. of History, 2002-2004 Colby College, Waterville, ME. Visiting Instructor, Dept. of History, 2001-2002 CLASSES TAUGHT African History survey, African-American History survey (2 semesters), Atlantic Slave Trade, Christianity in Modern Africa (online and on-site), College Success, Contemporary Africa, France and the Middle East, Gender in Modern Africa, Global Environmental History in the Twentieth Century, Historical Methods (graduate course only), Historiography, Modern Middle East History, US History survey to 1877 and 1877-present (2 semesters), Women in Modern Africa (online and on-site courses), Twentieth Century Global History, World History survey to 1500 and 1500 to present (2 semesters, distance and on-site courses) BOOKS With Douglas Yates. -
Qanats Ameliorate Impacts Due to the Desertification of the Libyan Sahara
QANATS AMELIORATE IMPACTS DUE TO THE DESERTIFICATION OF THE LIBYAN SAHARA Undergraduate Research Thesis Submitted in partial fulfillment of the requirements for graduation with research distinction in Earth Sciences in the undergraduate colleges of The Ohio State University By Zachary Ray Miculka The Ohio State University 2019 Approved by Franklin W. Schwartz, Advisor School of Earth Sciences T ABLE OF C ONTENTS Acknowledgements ........................................................................................................................................... ii List of Figures ................................................................................................................................................... iv Abstract ............................................................................................................................................................... v Introduction ....................................................................................................................................................... 1 Study Design and Physical Setting .................................................................................................................. 3 Location and Topography ........................................................................................................................... 4 Lithology .................................................................................................................................................... 8 Climate and Hydrology