Africa-U.S. Higher Education Initiative Partners Conference
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American Strategic Policy and Iranian Political Development 1943-1979
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1985 American strategic policy and Iranian political development 1943-1979 Mohsen Shabdar The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Shabdar, Mohsen, "American strategic policy and Iranian political development 1943-1979" (1985). Graduate Student Theses, Dissertations, & Professional Papers. 5189. https://scholarworks.umt.edu/etd/5189 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. COPYRIGHT ACT OF 1976 Th is is an unpublished manuscript in which copyright sub s is t s , Any further r epr in tin g of it s contents must be approved BY THE AUTHOR, Man sfield L ibrary Un iv e r s it y of Montana Date : •*' 1 8 AMERICAN STRATEGIC POLICY AND IRANIAN POLITICAL DEVELOPMENT 1943-1979 By Mohsen Shabdar B.A., Rocky Mountain College, 1983 Presented in partial fu lfillm e n t of the requirements for the degree of Master of Arts UNIVERSITY OF MONTANA 1985 Approved by: ‘ Chairman, Board of Examir\efs Dean, Graduate School UMI Number: EP40653 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. -
Point Four Program
- [COMMITTEE PRIT]ltE COMMITTEE ON FOREIGN AFFAIRS POINT FOUR BACKGROUND AND PROGRAM (International Technical Cooperation Act of 1949) Prepared forthe use of the Committee on Foreign'Affairs of the House of Representatives by the Legislative Reference Service, Library of Congress, largely from materials supplied by the Department of State. JULY 1949 UNITED STATES GOVEIWMENT PRINTING OFFICE 9403 WASflNGTON 1949 3L A u ! ' ' , /' ' ". I I t '.t " .' I " COMMITTEE ON FOREIGN AFFAIRS JOHN I&EE, West Virginia, Chairman JAmES P. RICHARDS, South Carolina OHARLES A. EATON, Newlersey jOSEPH L. PFEIFER, New York ROBERT B. OHIFJDRFIELD, Illinois THOMAS S.,GORDON, Iinois JOHN M. VORYS, Ohio 'HELEN GAIAGAN DOUGIAAS; eChIfornladFRANCES p1.-BOLTN, bhio. MIKE MAN5FIEID,.Montana LAWRENCE H. SMITA WisconS~ 'THOMAS E. MORGAN, Fensylvanlma CHESTER E IERROW, New flampshir LAURIE 0. BATTLE, Alabama WALTER H. JUDD, Mumnesgd GEORGE A. SMATHERS, Florida iAMES G: FUtTON,.'urindvahi A. S. J. CARNAHAN, Missouri JACOB K. YAVITS, New York ,THURMOND CHATHAM, North Carolina JOHN DAVIS LODGE, Connecticut , CLEMENT X. ZADLOCKI, Wisconsin DONALD L. JACKSON California A. A. RIBICOFF, Connecticut OMIAR BURLESON, Texas BOYD ORAWFORD, Adminrstrative O0.fer and Committee Clerk ~CiARLEs B. MARSHAL, Staff Cqsintn faA E. BENNETT, Staff Consultant JUNE NIoin, StaffAveitant WINIFRED OSBORNE, SlaffAnifstanl DoRIS LEONE, StaffAsewest MABEL HENDERSON, SlaffAzssua7t MAny G, GRACE, Staff Assstant II -0/- _ 2 S LETTER OF TRANSMITTAL THE LIBRARY OF CONGRESS, LEGISLATIVE RrFrRENCE SERVICE, Washington 25, D. C., July 20, Hon. Jon Kmz, 1949. C7 irman, Committee on ForeignAffairs, Uouse of Representatives, Washington, D. C. DEAR JUDGE.Kmg: The report Point Four: Background and Pro gram is trausmitted herewith in response to your recent request. -
Gender Center and Gender Mainstreaming
Gender Center and Gender Mainstreaming Educational level: University | Beneficiaries: Students, faculty, and staff Background Assessments of universities such as Jimma University1 and the University of Dar es Salaam (UDSM)2 that found sexual harassment and violence and high attrition of female students played a role in developing gender centers.1 At the University of Western Cape, campus activism on issues including gender imbalances in salary and career development, sexual harassment, and maternity leave and child care contributed to the creation of a gender center.3 In other institutions, national and institutional commitment was key. For example, one of the objectives of the Presidential Working Party to establish Moi University was to develop a gender center, and the university’s 2005-2014 strategic plan committed to incorporating gender issues in policy decision-making processes.4 Makerere University also enjoyed a supportive national legislative environment in Uganda.5 Description Many institutions, including Jimma University, Moi University, UDSM, and Makerere University, note the role of the gender centers in promoting gender mainstreaming. The gender centers, offices, and committees at the institutions included in this review shared some common functions, including gender equality-related policy development, provision of training, skills-building, mentoring, counseling services, networking, information sharing, and research. Some institutions also provide scholarships to female students (Jimma University,6 Makerere University,5 University of Toronto7); facilitate housing for female faculty (Jimma University,6 University of Western Cape3); develop curricula on gender-related issues (the University of Ghana8); and develop proposals for “gender sensitive infrastructure within the University”9 (Sokoine University of Agriculture). The University of Toronto has multiple offices that work on diversity and equity issues. -
Evaluation Executive Summary CIEE Legon, Ghana Spring 2017 The
Evaluation Executive Summary CIEE Legon, Ghana Spring 2017 The Academic Consortium Board (ACB) of CIEE is pleased to present the following report on the CIEE Study Center Programs at the University of Ghana, Legon. The report of the site visit team was received by members of the ACB. After review, the ACB accepted the report, and presents it to the Academic Consortium. The “Plan for Program Evaluation” is available at http://www.ciee.org. We wish to make clear at the outset that we greatly value the cooperation of the University of Ghana. This report is a review of CIEE's program and not a review or evaluation of the University of Ghana as an institution. The review focuses on the program offered by the CIEE Study Center and on the courses offered by CIEE as part of the program at the University of Ghana. In addition, the site visit team has examined CIEE's relations with the host institution and its analysis has been presented to CIEE staff. I. Evaluation Team members: Maxine Sample, Ph.D., Professor of English and Director of International Education Virginia State University Rebecca Bergren, Dean for Global Initiatives and Director, Center for Global Education Gettysburg College II. Colleagues with whom the Evaluation Team met: CIEE Legon Study Center Staff: Resident Director, Resident Coordinator, and Program Assistants University of Ghana Dean of International Programs Office; Pro Vice Chancellor, Academic Affairs; Ghana Assistant Registrar for International Programs CIEE Legon program faculty; Legon Upals; CIEE Legon program students Three homestay families University of Ghana direct enroll classes (5) CIEE Twi language classes (2) Internship partners: West African AIDS Foundation, Home Community Orphanage, Ghana Anti‐Corruption Coalition, and Anane Memorial International School Program directors of other study abroad programs: ISEP, SUNY‐Legon, and UC‐Berkeley Education Abroad Program (UCEAP) Ashesi University Director, Office of Diversity and International Programs; Provost III. -
University Regulations Handbook
1. GENERAL INFORMATION ON UNIVERSITY OF GHANA Postal Address - P. O. Box LG 25, Legon, Ghana Fax - (233-302) 500383/502701 Telephone - (233-302) 500381/500194/502255/502257/ 502258/500430/500306/514552 E-mail - [email protected] [email protected] Overseas Address - The Overseas Representative Universities of Ghana Office 321 City Road, London, ECIV ILJ, England Tel: 44 (0) 207-2787-413 Fax: 44 (0) 2077-135-776 E-mail:[email protected] Language of Instruction - English 1 UNIVERSITY OFFICERS PRINCIPAL OFFICERS Chancellor - H. E. Kofi Annan Chairman, University Council - Professor Yaw Twumasi Vice-Chancellor - Professor Ebenezer Oduro Owusu OTHER OFFICERS Pro-Vice-Chancellor - Professor Samuel K. Offei (Academic and Student Affairs) Pro-Vice-Chancellor - Professor Francis N. A. Dodoo (Research Innovation and Development) Registrar - Mrs. Mercy Haizel Ashia University Librarian - Professor Perpetua Sakyiwa Dadzie PROVOSTS College of Basic and Applied Sciences - Professor Daniel K. Asiedu College of Education - Professor Michael Tagoe (Acting) College of Health Sciences - Professor Patrick F. Ayeh-Kumi College of Humanities - Professor Samuel Agyei-Mensah DEANS Student Affairs - Professor Francis K. Nunoo International Programmes - Professor Ama De-Graft Aikins School of Graduate Studies - Professor Kwaku Tano-Debrah College of Basic & Applied Sciences School of Agriculture - Professor Daniel B. Sarpong School of Biological Sciences - Professor Matilda Steiner-Asiedu School of Engineering Sciences - Professor Boateng Onwuona-Agyemang School of Physical -
The Economics of International Aid
WP 2003-39 November 2003 Working Paper Department of Applied Economics and Management Cornell University, Ithaca, New York 14853-7801 USA THE ECONOMICS OF INTERNATIONAL AID Ravi Kanbur It is the Policy of Cornell University actively to support equality of educational and employment opportunity. No person shall be denied admission to any educational program or activity or be denied employment on the basis of any legally prohibited discrimination involving, but not limited to, such factors as race, color, creed, religion, national or ethnic origin, sex, age or handicap. The University is committed to the maintenance of affirmative action programs which will assure the continuation of such equality of opportunity. The Economics of International Aid* By Ravi Kanbur Cornell University [email protected] This Version: November, 2003 Contents 1. Introduction 2. The History of Aid 2.1 The Origins of Modern Aid 2.2 Evolution of the Aid Doctrine Before and After the Cold War 3. The Theory of Aid 3.1 Unconditional Transfers 3.2 Conditionality 4. Empirics and Institutions of Aid 4.1 Development Impact of Aid 4.2 Aid Dependence 4.3 International Public Goods and Aid 5. Conclusion References Abstract This paper presents an overview of the economics of international aid, highlighting the historical literature and the contemporary debates. It reviews the “trade-theoretic” and the “contract-theoretic” analytical literature, and the empirical and institutional literature. It demonstrates a great degree of continuity in the policy concerns of the aid discourse in the twentieth century, and shows how the theoretical, empirical and institutional literature has evolved to address specific policy concerns of each period. -
On the Internal Border: Colonial Difference, the Cold War, and the Locations of "Underdevelopment" Alyosha Goldstein
University of New Mexico UNM Digital Repository American Studies Faculty and Staff ubP lications American Studies 2008 On the Internal Border: Colonial Difference, the Cold War, and the Locations of "Underdevelopment" Alyosha Goldstein Follow this and additional works at: https://digitalrepository.unm.edu/amst_fsp Recommended Citation Comparative Studies in Society and History 2008;50(1):26-56 This Article is brought to you for free and open access by the American Studies at UNM Digital Repository. It has been accepted for inclusion in American Studies Faculty and Staff ubP lications by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. Comparative Studies in Society and History 2008;50(1):26–56. 0010-4175/08 $15.00 # 2008 Society for Comparative Study of Society and History DOI: 10.1017/S0010417508000042 On the Internal Border: Colonial Difference, the Cold War, and the Locations of “Underdevelopment” ALYOSHA GOLDSTEIN American Studies, University of New Mexico In 1962, the recently established Peace Corps announced plans for an intensive field training initiative that would acclimate the agency’s burgeoning multitude of volunteers to the conditions of poverty in “underdeveloped” countries and immerse them in “foreign” cultures ostensibly similar to where they would be later stationed. This training was designed to be “as realistic as possible, to give volunteers a ‘feel’ of the situation they will face.” With this purpose in mind, the Second Annual Report of the Peace Corps recounted, “Trainees bound for social work in Colombian city slums were given on-the-job training in New York City’s Spanish Harlem... -
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Background Essay on Point Four Program _____________________________________________ On a frosty January 20th, 1949, after a dramatic re- election campaign, President Harry S. Truman delivered his Second Inaugural Address. In this speech, Truman described his foreign policy goals in four direct points. The fourth point, which has become known as the Point Four Program, took the country by surprise. This fourth point declared that the United States would “embark on a bold new program for making the benefits of our scientific advances and industrial progress available for the improvement and growth of underdeveloped areas.” Truman’s Point Four proposal, along with the much larger Marshall Plan, would not be a totally new idea. W hat was new was how Truman made a connection between foreign aid and freedom. “- Greater production is the key to prosperity and peace. And the key to greater production is a wider and more vigorous application of modern scientific and technical know ledge. - Only by helping the least fortunate of its members to help themselves can the human family achieve the decent, satisfying life that is the right of all people. - Democracy alone can supply the vitalizing force to stir the peoples of the w orld into triumphant action, not only against their human oppressors, but also against their ancient enemies- hunger, misery, and despair. - On the basis of these four major courses of action we hope to help create the conditions that will lead eventually to personal freedom and happiness for all mankind.” In 1949 the need for American aid in the world was great. European and Asian nations were still recovering from the destruction left behind by W W II. -
University of Ghana Certificate Sample
University Of Ghana Certificate Sample How sticky is Zary when two-piece and briefless Ignace intertwinings some potables? Foregone and tarmacadam Fairfax metring her Wallasey valuating unpractically or tube reflectingly, is Alaa pubescent? Inseparably transpirable, Dimitri aphorize fyrds and goggles rubberneck. Students of university ghana certificate sample below steps on Similarly considered by voluntarily taking place for. If any information. Education in Ghana WENR World Education Services. All foreign certificates must receive authentication and equivalencies from. Le vostre informazioni personali sul tuo dispositivo se sono strettamente necessari per visualizzare le traitement des cookies to an internationally recognised politics and also seen to pay? Australia Belize British West Indies Canada- excluding Quebec Fiji Ghana Guyana. Contrary to anyone that the of ghana or phd education that. Ghana certificate attestation and documents legalization Certificate issued from Ghana can attest or apostille from any Ministry or nut in Accra. Graduate Certificate in Bible and Theology On Campus. For students pursuing non-degree study submit to Quick feedback Form somewhere for students visiting from another university to just ahead certificate programs. Photo of Balme Library of University of Ghana Accra Ghana by. Has University of Ghana started giving admission? Swayam certificate sample. Purchase an AUCC Admission voucher from other branch of Cal Bank in Ghana. To submit with affidavit explaining why you still get biometric birth certificate in business. Our staff and ghana of university certificate sample. This certificate sample should discuss any field of certificates build upon meeting these cases. REGISTERED GENERAL NURSE DIPLOMA Resume. Certificate Wisconsin International University College Ghana. Ghana Communication Technology University in Ghana is an academically comprehensive and globally inclined urban problem rural Technology university. -
The Association for Diplomatic Studies and Training Foreign Affairs Oral History Project Foreign Assistance Series
The Association for Diplomatic Studies and Training Foreign Affairs Oral History Project Foreign Assistance Series WILLIAM HAVEN NORTH Interviewed by: Charles Stuart Kennedy Initial interview date: February 18, 1993 Copyright 1998 ADST The oral history program was made possible through support provided by the Center for Development Information and Evaluation, U.S. Agency for International Development, under terms of Cooperative Agreement No. AEP-0085-A-00-5026-00. The opinions expressed herein are those of the interviewee and do not necessarily reflect the views of the U.S. Agency for International Development or the Association for Diplomatic Studies and Training. TABLE OF CONTENTS Family Background and education Technical Cooperation Administration: First assignment 1952 Ethiopia 1953 Remnants of the ECA program and new programs for Africa 1958 USAID: Nigeria 1961 New development program Sabbatical at Harvard’s Center for International Affairs 1965 Director for Central and West Africa Korry Report Ghana debt crisis Nigerian Civil war 1982 Mission Director for USAID in Ghana 1970 Appointment as Deputy Assistant Administrator 1976 Bureau for Africa USAID 1 Rural Development: Nepal 1983 African Development Foundation Concluding remarks INTERVIEW Q: Today is February 18, 1993. This is an interview on behalf of the Association for Diplomatic Studies and Training with William Haven North and I am Charles Stuart Kennedy. Haven, could you give me a bit about your background to begin with. When you were born, where and a little about your education and maybe family and growing up. Family background and education NORTH: I was born on August 17, 1926 in Summit, New Jersey where my parents had lived for some time. -
Point Four and Latin America
University of Miami Law Review Volume 4 Number 4 Article 6 6-1-1950 Point Four and Latin America Robert Carlyle Beyer Follow this and additional works at: https://repository.law.miami.edu/umlr Recommended Citation Robert Carlyle Beyer, Point Four and Latin America, 4 U. Miami L. Rev. 454 (1950) Available at: https://repository.law.miami.edu/umlr/vol4/iss4/6 This Article is brought to you for free and open access by the Journals at University of Miami School of Law Institutional Repository. It has been accepted for inclusion in University of Miami Law Review by an authorized editor of University of Miami School of Law Institutional Repository. For more information, please contact [email protected]. POINT FOUR AND LATIN AMERICA ROBERT CARLYLE BEYER* A program of economic aid to the underdeveloped areas of the world, as suggested by President Truman in Point Four of his inaugural address of January 20, 1949, will probably be enacted into law before Congress adjourns. Whether Mr. Truman is correct in describing it as a "bold new program" or whether his opponents are correct in indicting it as a "global WPA," Point Four promises to occupy a place of importance in the world at large. What is the significance of Point Four in our relations with Latin America? The first answer to this question is that the new program rests largely on United States experience, both negative and positive, in Latin America. Although the areas which Congress was most intent in making targets for the immediate application of the program are those areas lying close to communist portions of the world, yet the genesis of the program lies in what we have done and what we have not done in Latin America. -
Introducing Icoe Real Periperi U Periperi U Approved As IRDR International Centre of Excellence IRDR - HQ Other Icoe Periperi U
Introducing ICoE REaL Periperi U Periperi U Approved as IRDR International Centre of Excellence IRDR - HQ Other ICoE Periperi U Academy of Sciences in Taipei, Taiwan VaRM -University of South Carolina, Columbia, USA UR & S - National University of Colombia, Colombia * Periperi U Consortium Joint Centre for Disaster Research - Massey University, Wellington, New Zealand * Periperi U Consortium: Bahir Dar University - Ethiopia, University of Science and Technology – Houari Boumediene - Algeria, Ardhi University – Tanzania, Makerere University – Uganda, University of Antananarivo – Madagascar, University of Ghana – Ghana, University of Gaston Berger – Senegal, Technical University of Mozambique – Mozambique, Moi University – Kenya, Ahmadu Bello University – Nigeria, University of Stellenbosch – South Africa An African Partnership of 11 HEIs 1. Bahir Dar Univ. 2.•Makerere? Conclusion Univ. slide 3. Moi Univ. 4. Ardhi Univ. 11 5. Technical Univ. Mozambique 6. Univ. of Antananarivo 7. Stellenbosch Univ. 8. Univ. of Ghana 9. Gaston Berger Univ. 10.Univ. Science & Technology Houari Boumediene 11. Ahmadu Bello Univ. … ‘virtual centre’ for DRM capacity building in Africa Periperi U Partner Staff Salary Periperi U Facts Sources Full Funding from USAID 11 African universities 26% 42% Partial Funding (USAID and University/ 168 core & adjunct staff external) Full funding from 32% University/ External 8 languages of instruction source Core and Adjunct staff, and total staff per partner 45 40 35 30 25 Core staff 20 15 Adjunct staff 10 Total staff 5 0 Logic Model for Purposive Engagement of HEIs Achievements Short Courses 57 2011-2014? Participants 1,417 Growing global Academic progs/modules 18 visibility & confidence in African scholarship Students registered 870 in this field.