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         Asante Indigenous Peoples Africa:     more detail
  1. Afrocentricity: The theory of Social Change by Molefi Kete Asante, 2003-01-01

1. 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'
Peoples of Africa
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.
Student Presentations

2. TakingITGlobal - Member Profile - Nelson Asante
Name nelson asante. Events Attended 1st International africa Young peoplesConference on Aids. 6th World indigenous peoples Conference on Education.

3. 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
term papers - essays - reports - help writing college term papers
Page 10 of 18 [Previous] [Next] Flora Nwapa/One is Enough
send me this paper

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.
Filename: 99stroie.wps
From the States to Africa and Back Again
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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.
Filename: PPafrFic.wps

4. 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.
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
Page 21 of 45 East African vs. West African Slave Trade
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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.
Filename: JGAafslv.wps
send me this essay

This paper examines the essay "Ebonics: A Serious Analysis of African American Speech Patterns" and determines if Ebonics is, in actuality, its own unique language as the essay contends. Bibliography lists 6 sources.
Filename: MTebonic.rtf

5. 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 America’s own indigenous peoples.
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
Page 29 of 45 North Africa
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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.
Filename: RAafrnth.wps
Nursing’s Global Implications
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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.
Filename: KSnursGlobalPP.rtf

6. 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.

7. 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
  • Preface Accomplishments Method
    The Royal Tropical Institute
    ... Exhibitions

  • Preface
    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.

    8. 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
    Humanities 211
    Prof. Cora Agatucci
    6 October 1998
    Part I: Ancient Africa
    from the beginnings BC / BCE
    With Brief Discussions: Problem of Sources
    Sacred Writing
    African Orature
    Can We Generalize about a Common African Culture?

    Contribute to African Timelines, add a link, or make a comment! New Submission Form 5 to 2.5 million
    BCE Fossils, rocks, ancient skeletal remains have been uncovered in the Rift Valley and surrounding areas
    Photo of an African rift (Univ. of Pennsylvania): Evidence points to a common human ancestry originating in Africa from the emergence of a humanlike species in eastern Africa some 5 million years ago. From Hadar, Ethiopia, the 3.18 million year-old remains of "Lucy" were unearthed in 1974. Resources for African Archeology (ArchNet-WWW Archeology)

    9. 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
    Ethnic and Area Studies
    Bibliography of Asian Studies
    An electronic index to European-language scholarly publications in Asian studies. Organized by country, with subdivisions by topic, the index provides more than 410,000 bibliographic citations (no abstracts or full-text articles). This work is also available in print format (1956-).
    Ethnic NewsWatch
    An electronic full-text database specializing in publications published by ethnic communities in the United States and often left out of most full-text databases. This work includes many publications in Spanish.
    HAPI: Hispanic American Periodical Index
    An electronic index to articles in over 400 scholarly journals published in Latin America or covering topics relevant to Latin America and Latin Americans living in North America. This work is also available in print format.
    Africa: South of the Sahara
    Selected Web sites organized by country and region and by topic. The site is edited and maintained for the African Studies Association by Karen Fung, deputy curator of the Africa collection at the Hoover Library at Stanford University.

    10. 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
    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.

    11. 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
    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:

    12. 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.
    MM_preloadImages('../images/insidehacker_link_over.gif'); MM_preloadImages('../images/insideglossary_link_over.gif'); MM_preloadImages('../images/homelink_over.gif');
    Ethnic Studies
    Internet Resources
    African Studies at Penn.

    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.
    The Asian American Cybernauts Page.

    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.
    Center for World Indigenous Studies.

    13. Pondering The Pachyderm: The Elephant And Its Ivory In African Culture (Getty Ar
    It is important to remember that indigenous ivory use in the exploitation of africa'snatural resources, including its peoples, by economic An asante proverb.
    Looking and Learning
    Pondering the Pachyderm
    The Elephant and Its Ivory in African Culture
    Click on the image for a larger view or here for the largest view Osei Bonsu
    Ntan drum
    c. 1935
    Asante peoples, Chana
    Carved for the Asante ntan group at Abofo
    Height 111.7 cm.
    UCLA Fowler Museum of Cultural History

    Gift of Dr. Donald Suggs
    Photograph by Don Cole The only thing more vast than the elephant is the earth. 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 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. Elephant puppet-mask, sama kun. Bamana peoples, Mali. Length 73 cm. UCLA Fowler Museum of Cultural History. Promised gift of Jerome L. Joss. Photograph by Denis J. Nervig.

    14. 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
    History and Cultures of Africa
    A B C D ... Sights and Sounds of a Continent (University of Wisconsin-Madison Libraries and African Studies Program, Madison, Wisconsin)
      Under construction: Downloadable images, sound files, and other materials on Africa. "This online collection ... contains digitized visual images and sounds of Africa contributed over the years to the African Studies Program of the University of Wisconsin-Madison."

  • Africa Forum (H-Africa, H-Net Humanities and Social Sciences OnLine, Michigan State University, East Lansing, Michigan.)
    • The full text article reprinted from History in Africa. 22 (1995): 369-408.
  • "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)
      Excerpt from "The visual image in Africa: an introduction" in Images and empires: visuality in colonial and post-colonial Africa, ed. by Paul S. Landau and Deborah Kaspin.
  • H-Africa Africa Forum Home Page
  • H-Africa Network Home Page
  • Africa's 100 Best Books (Zimbabwe International Book Fair, Harare; via Columbia University)
  • 15. 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
    African Studies
    Internet Resources
    African Studies Email:
    African Studies Internet Resources home WWW Virtual Library ... Department home
    Teaching Resources on Africa
    • Africa (PBS Online, Public Broadcasting Corporation, Alexandria, Virginia)
        Promotional site for "Africa" the 8 part television series co-produced by WNET/Thirteen's Nature and The National Geographic Society, which begins airing in September 2001. The site includes excerpted texts, photos, "teacher tools", and other resources. See also, the National Geographic website below.

    • Africa Access Review (Brenda Randolph, Silver Spring, Maryland)
        A bibliographic database of children's Africana reviews, compiled between 1989 and 1999 by a middle school librarian who is very active in developing teaching and other outreach resources for the study of Africa. See also, Randolph's AFROPHILE below.

    • Africa Action formerly Africa Policy Information Center (APIC) (Washington, DC):

    16. Commonwealth School - Academics
    eg the Zulu or asante nationstates and independence; and apartheid in South africa. marginalizationand extermination of indigenous peoples, and successful
    History th and 10 th grades, advanced courses develop the imagination and the discipline of research to give students the tools they need to study the histories and cultures of the world. Ancient History
    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

    17. 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




    Web Awards

    For information please contact Webmaster
    Interview with Malcolm McLeod
    Anthropology Today Vol. 3, No. 3, June 1987, pp. 4-8
    (c) Royal Anthropological Institute Malcolm McLeod in his office (photo courtesy of British Museum)
    Malcolm McLeod has since 1974 been Keeper of Ethnography at the Museum of Mankind, the Ethnography Department of the British Museum. Among his publications are the
    The Asante Treasures of African Art (1980) and Ethnic Art (with J. Mack 1984).
    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.

    18. 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
    Encyclopedia of African History List of Entries VI IRON AGE TO END OF 18TH CENTURY (1,000-1,500 words each) (a) NORTH AFRICA (Iron Age to End of 18th Century) Egypt
    Arab conquest, (639-45)
    Egypt in the Arab empire (640-850)
    Tulunids and Ikhshidids (850-969)
    The Fatimid Caliphate in Egypt (969-1073)
    The Later Fatimids (1073-1171): Egypt as a centre of world trade
    The Later Fatimids (1073-1171): Army and administration
    The Ayyubid dynasty in Egypt (1169-1250)
    The Mamluk dynasty (1250-1517): Baybars, Qalawun and the Mongols (1250-1300)
    The Mamluk dynasty (1250-1517): Mamluk army and iqta' system The Mamluk dynasty (1250-1517): Cairo under the Mamluks The Mamluk dynasty (1250-1517): Literature under the Mamluks The Mamluk dynasty (1250-1517): The Black Death and its consequences Egypt and Africa (1000-1500) Egypt under the Ottomans, 1517-1798: Ottomans in Nubia and the Red Sea Egypt under the Ottomans, 1517-1798: Trade with Africa Egypt under the Ottomans, 1517-1798: Mamluk Beylicate (c.1600-1798)

    19. 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

    Indigenous Africa
    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).

    20. DEVFORUM: Comprehensive Development Framework
    groups in the impoverishment and disenfranchisement of indigenous peoples. YvonneMcCalla Sobers to be possible, the CDF in africa requires a
    Comprehensive Development Framework Date view Thread view Subject view Author view DPDASH
    Tue, 18 May 1999 14:40:08 -0400 (EDT) This is from Professor D. P. Dash, Xavier Institute of Management,
    Bhubaneswar, India. Area of research: systems theory, methodology of
    action-oriented research, co-ordination science, management studies,
    conversation theory.
    It would be insensitive to answer the questions for Week 2 without making a
    connection with [at least some of] the answers received during the first week.
    Almost without exception, the respondents last week expressed various
    kinds of reservation against the notion of 'ownership'. Some viewed it as
    merely rhetorical, some viewed it as problematic, and some others viewed it
    as worrying. Some excerpts follow: [I hope the original authors will forgive me for quoting only parts of their messages. But I am doing so in the good faith

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