World-Map-Outline-Worksheet.Pdf
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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 -
Caribbean & Panama Canal
CARIBBEAN & PANAMA CANAL 2022-2023 Fall & Winter Voyages VisitVisit usus atat Seabourn.comSeabourn.com toto planplan youryour voyage,voyage, oror sign-upsign-up forfor specialspecial offersoffers andand news.news. WORLD’SWORLD’S BESTBEST BESTBEST SMALL-SHIPSMALL-SHIP MIDSIZE-MIDSIZE-SHIPSHIP CRUISECRUISE LINELINE OCEANOCEAN CRUISECRUISE LINELINE CondéCondé Nast Nast T Travelerraveler TTravelravel + + Leisur Leisuree Readers’Readers’ Choice Choice A Awarwardsds Guide Guide BESTBEST CRUISECRUISE BESTBEST LUXURLUXURYY LINELINE UNDERUNDER CRUISECRUISE LINELINE 1,0001,000 BERBERTHSTHS USUS News News & & W Worldorld Report Report TTravelravel W Weeklyeekly ReadersReaders Choice Choice GOLDGOLD BESTBEST LUXURLUXURYY LISTLIST CRUISECRUISE LINELINE LuxuryLuxury T Travelravel Advisor Advisor CondéCondé Nast Nast T Travelerraveler AAwarwardsds of of Excellence Excellence Our highest priorities are compliance, environmental protection, and protecting the health, safety and well-being of our guests, crew and the people in the destinations we visit. Visit Seabourn.com/TravelSafe to learn more. 1 LET US HELP PLAN YOUR SEABOURN VACATION EXPERIENCE BY CALLING 844.712.9754 LET US HELP PLAN YOUR SEABOURN VACATION EXPERIENCE BY CALLING 844.712.9754 2 RELAX, REJUVENATE AND REDISCOVER EXTRAORDINARY WITH SEABOURN Join us on Seabourn Sojourn or Seabourn Ovation as they travel throughout the Lesser Antilles, visiting secluded yachting harbors, iconic islands and colonial capitals along the way. On Seabourn Quest, discover ancient Mayan cultures in the Western Caribbean and Pacific, contrasted against the modern feat of engineering that is the Panama Canal. Caribbean Panama Canal An All-Inclusive Ultra-Luxury Onboard Experience KRALENDIJK, BONAIRE CARIBBEAN Spend 11- to 16-days in tropic bliss on board Seabourn Sojourn or 7- to 14-days on Seabourn Ovation, including holiday sailings and combination voyages up to 21-days. -
Walk with the World — Africa
where world and worship meet Prayer stations Walk with the world — Africa Walk with Africa This resource contains creative prayer ideas to help you lift issues and situations in Africa to God. You can use some or all of it: In personal or small group prayer by praying through the points provided in ‘Africa: the headlines’. To set up prayer stations in intercessions, a prayer meeting, or as an installation for a day of prayer. As part of the wider family of ‘Walk with the world’ to create a prayer room for a day of global prayer. Africa: the headlines — the main areas of focus for our current prayers are: A new vision and image of Africa as a continent with a hopeful future to shape prayers, aid, enterprise, and international policy. And for a spirit of hope and faith for change to rest on the continent’s people. An end to extreme poverty – and prayer for the efforts of all who give, campaign, and work for this aim. The growth of Christianity, and protection for those experiencing persecution (particularly in Nigeria and Sudan) or those under threat from the rise of violent Islamist groups. Climate change and its effects to be mitigated, and Africa to be given assistance with adaptation strategies and clean development (e.g. through solar power). Reform of unjust international policies, such as those on trade and tax, which prevent the continent from growth and an end to corruption within African governments and other leadership structures. Agriculture to thrive and grow, and innovative new methods to be found to ensure that the continent can adapt to rising temperatures, address soil degradation, and increase yields. -
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. -
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. -
Mexico, the Caribbean, and Central America: the Impact of Climate Change to 2030
This page intentionally left blank. This paper does not represent US Government views. Mexico, the Caribbean, and Central America: The Impact of Climate Change to 2030 A Commissioned Research Report Prepared By Joint Global Change Research Institute and Battelle Memorial Institute, Pacific Northwest Division The National Intelligence Council sponsors workshops and research with nongovernmental experts to gain knowledge and insight and to sharpen debate on critical issues. The views expressed in this report do not reflect official US Government positions. NIC 2009-11D December 2009 This paper does not represent US Government views. This paper does not represent US Government views. This page is intentionally kept blank. This paper does not represent US Government views. This paper does not represent US Government views. Scope Note Following the publication in 2008 of the National Intelligence Assessment on the National Security Implications of Global Climate Change to 2030, the National Intelligence Council (NIC) embarked on a research effort to explore in greater detail the national security implications of climate change in six countries/regions of the world: India, China, Russia, North Africa, Mexico and the Caribbean, and Southeast Asia and the Pacific Island states. For each country/region, we are adopting a three-phase approach. • In the first phase, contracted research—such as this publication—explores the latest scientific findings on the impact of climate change in the specific region/country. • In the second phase, a workshop or conference composed of experts from outside the Intelligence Community (IC) will determine if anticipated changes from the effects of climate change will force inter- and intra-state migrations, cause economic hardship, or result in increased social tensions or state instability within the country/region. -
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. -
Non- Formal Environmental Education in the Republic of Panama
Non- Formal Environmental Education in the Republic of Panama Lindsey A. McLeod Study Abroad Participant. Republic of Panama. Spring 2002 ?A 33. 7 187 .1 Non- Formal Environmental Education in the Republic of Panama Lindsey A. McLeod Study Abroad Participant, Republic of Panama, Spring 2002 Non-Formal Environmental Education in the Republic of Panama Table of Contents: PG 1 ¡.Introduction PG 2 2. Global History of Environmental Education (EA) V-K- PG 3 3. Outline of Panama's Recent History PG 4 4. Panama's Accomplishments and Goals for Environmental Education (EA) PG 7 5. Case Studies a. GLOBE- Global Learning and Observation to Benefit the Environment.....pg 8 b. CIA- Círculos Ambientales Infantiles....pg 11 c. STRI- Punta Culebra Marine Exhibición Center....pg 14 d. ReAL- Boquete: Reciclaje, Ambiente, Limpieza de Boquete....pg 17 PG 21 6. Anáfisis- Requirements of an Environmental Education Program PG 25 7. Discussion a. EA is Widespread but Disorganized.....pg 25 b. EA is a Collaborative Effort.....pg 26 c. EA is still in the Early Stages of Development.....pg 26 PG 28 8. *• C>Ay S PG 28 9. Recommendations PG30 10. Works Cited Lindsey A. McLeod Study Abroad Participant, Republic of Panama, Spring 2002 Non-Formal Environmental Education in the Republic of Panama Lindsey A. McLeod Study Abroad Participant. Republic of Panama. Spring 2002 Introduction Education programs have been identified time and time again as the most promising solution to increasing environmental awareness. By building a stronger relationship between the community and the environment, conservationists hope to bring about cultural changes while building a community pro-active in conserving resources, preserving biodiversity, and keeping the environment clean.