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African Studies - Science topic
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It is inevitable that attending PhD program needs investing invaluable time, expending huge amount of energy and much money. What are the techniques employed to get and admitted to the universities by seeking scholarship specially in institutions with the high reputation? Do you think that it is fair to accept and provide admission at a given program based on CGPA (any grade)? I am raising this issue because institutions' strictness regarding provision of grades is different.
Ndonga People are a part of Bassa people living around Dizangué; Sanaga-Maritime, Cameroon. I would like an historic perspective about their origins, their demographic, their history and, especially their ancient social organisation in order to compare with current times. If you have documents, advices or experiences to share, I'm listening to you.
During your studies, have you been directed to the department or specialty you wish to pursue?
Please specify a time for which you have not been directed to the desired specialization.
خلال مختلف المراحل الدراسية التي مررتم بها من تعليم ثانوي إلى تعليم جامعي ثم إلى عالم التوظيف والشغل، هل تم احترام رغبتكم الدراسية في التعليم الثانوي أو الجامعي أو حتى بالنسبة إلى عالمكم المهني هل تم احترام رغبتكم المهنية في هذا التخصص أو ذاك؟
I m looking for an interesting dissertation thesis subject on the middle east studies or African Studies... I m interested in terrorism, the public diplomacy, peace conflict and the religion/sects (wahhabism etc.)...Actually I found some subjects but I think that the subjects which I found are too detailed or too specific to work on...
want to know What are the main threats in the Sahel region of the desert? What are the main factors that contributed to escalate? and aslo What are the main security challenges facing Algeria in the presence of these threats? What is the attitude and perception of Algeria direction?
Documentation and investigation of African oral genres are still largely based on material accessible in written form, although it is nowadays largely accepted that collecting and analyzing printed transcriptions and translations only give a faint portrait of oral poems and tales and their literary and social functions. As crystallization of decades of discussion in the field of orality, the idea underlying the Verba Africana series is that textual content and visual performance are both essential for classification, description and interpretation of the oral genres and their context of narration. The performance of African oral genres, whether classic poems, songs and tales or innovative genres such as hip hop and AIDS theatre, is recorded and integrated into the textual presentation that allows the interested public to approach oral literary productions as a ‘total event’ distributed in several layers: video fragments and short information on the menu, with the possibility to broaden and deepen the information thanks to full articles presented on subpages.
In the article by Merolla, Ameka and Dorvlo 2013 we present problems of selection of the video-documentation that are to some extent linked to the characteristics of the Verba Africana series: it addresses academics and students as well as the public that is interested in African oral genres and those involved with cultural issues or with specific languages and traditions. This article, however, examines topics that belong to a larger debate in all disciplines in which fieldwork is a central activity, such as the relationship between researchers and the interviewed persons, and the questions about the responsibility for what is finally produced and published. What we present is an example of the even more intense questions that arise when we make use of audio-visual media and the final publication is in the form of a video documentation available on the Internet. We hope that our experience will contribute to the discussion on the theory and methodology of video documentation and research on oral literatures.
Section 508 of the Foreign Assistance Act was invoked by some commentators with regard to the coup in Egypt. However, this section has been repealed in 1973. This is what is mentioned in FAA, updated in 2002 (see http://transition.usaid.gov/policy/ads/faa.pdf) concerning Section 508:
<<Sec. 508 Restrictions on Military Aid to Africa. *** [Repealed—1973]>>
So can a section of an act that has been repealed still have some effect that would obligate the Obama administration to suspend assistance to Egypt, if they would have labelled the overthrow of Morsi a "military coup"?
Besides, if this section has been repealed for good, and has never been reinstated, what is the legal basis of the US government decisions for condemning coups and suspending US assistance in case of coups?
I am in search of a reliable database on presidential elections in Subsaharan francophone Africa.
Origins, settlement, culture, traditional rule (political organisation), expansion and dispersal, ethnic variety.
I need help with relevant sources concerning Cocoa plantations and chocolate
How neoliberalism has affected global markets and its consequences on Africa
I am conducting a cross-cultural analysis, using the Standard Cross-Cultural Sample (Murdock & White 2006), in order to determine how common is the use of inebriating plants, mushrooms, and/or beverages in human societies. I have not been able to find information on the use of mind-altering substances (hallucinogens, stimulants, narcotics) among the next African peoples: Lozi, Suku, Tiv, Fon, Tallensi, Luguru, Nkundo Mongo, Banen, Ibo, Ashanti, Wolof, Songhai, Shilluk, Mao, Bogo, Teda. Does anyone know if the traditional use (for religious, medical or secular purposes) of any kind of psychoactive material was ever present in any of these cultures? And if it is, can you direct me to the corresponding references?
It would be interesting to be able to compare the colonial applied processes of education and acculturation in Africa for European countries: England, France, Portugal, Belgium, Germany, Spain.
I will love to know what RG members think is how best to handle the secularization process in a way that it would not produce insurgent groups?
The Soviet Union had a short period of influence in Africa during the Cold-War, however the questions of the Suez Crisis, the Casablanca Bloc and the proxy war in Angola put the Soviets as one of the principal actors in that continent.
Where can I get the books African Myth/Mythology?
Or how can I down load the e-books or articles?
Any info in this regard would be appreciated.
thank you
Stephen Symons
I am specifically looking for studies that can reproduce the results of this study/leaflet from 2010 that bases on Thompson Reuters Web of Science-Data:
Interestingly, this study clusters internal African research cooperation by four groups (see p. 8), singling out not only the North-African States as a homogeneous group but also the Francophone countries of West Africa. However, Web of Science is known to be dominated by Anglophone journals. Therefore I wonder whether for example Scopus can deliver sharper pictures of such relationships, taking into account also Franco- and Lusophone publications.
Thanks in advance for any hints!
Best regards, Stefan
In the cause of my research, I observed that there are social symbolism in Igbo animal tales, I want to investigate if there are social symbolism in the animal tales of other African countries and their social relevance.
I am doing qualitative research on foreign policy and would like to explore and understand the role of normative ideas on actor behavior.
or mostly mentioned with AQIM?
I am specifically interested in any challenges faced regarding implementing such a study in a resource limited setting, and any challenges with community education or challenges obtaining regulatory approval.
The idea that teacher quality is the key to improving schools has become increasingly widespread in recent years but the debate is ongoing in England over whether all teachers should have formal qualifications. Considering the MDG inspired demands of schooling in Africa, can African schools ignore the teacher quality imperative as a panacea for raising educational standards and attainment? What defines teacher quality in the context of African schools?
In particular, in a society such as Rwanda. Does it have any effect on the economy, education (especially of girls), family planning, female empowerment, or traditional male-female relations?
I am particularly looking at the Visegrad countries of Central Europe.
Will have to look at all concepts of Politics, Money and ethnicity
Several theories including Dunning's eclectic paradigm, transaction cost theory, the Uppsala model, network approach, and more have, over the years, been used to explain the international expansion of firms.
I live in Tanzania, where there are 100+, but we see them disappearing before our eyes
I study african social movements in Spain and Italy and women's participation and visibility in their associations is very poor.