41. St. Edward's University, New College changes caused by the political situation in southern africa. should be done to protectindigenous peoples such as 3. Compare and contrast the kpelle and the http://www.stedwards.edu/newc/syllabi/a-anth3333.htm

Cross-Cultural Gender Roles (A-ANTH 3333) Dr. Joseph O'Neal Spring 2000 josephon@admin.stedwards.edu FAX: 448-8767 Phone: 448-8705 Office: HCH224 Office Hours: By Appointment 1. Objectives of Learning Activity This course provides an introduction to the anthropological study of gender-based roles and their evolution. It will examine cross-cultural variation in women's and men's roles, theories to explain this variation, and broader theories to explain socioeconomic inequality in the United States and elsewhere. At the conclusion of the course, the student will be able to: A. Describe cross-cultural variations in gender-based roles. B. Discuss the determinants and effects of these variations. C. Discuss and evaluate theories that attempt to explain gender roles. D. Outline insights into the development of gender roles from paleontology, primatology, and psychology. 2. How will these objectives be achieved? The student will read all or part of the following books: Shostak, Marjorie. Nisa: The Life and Words of a !Kung Woman. New York: Vantage, 1981. Bonvillain, Nancy. Women and Men: Cultural Constructs of Gender. 2ND ed. Englewood Cliffs, N.J.: Prentice- Hall, 1998.

42. Liberia African tribes 95% (including kpelle, Bassa, Gio based on unwritten tribal practicesfor indigenous sector. Charles TAYLOR, chairman; Liberian peoples Party (LPP http://www.ems.psu.edu/~williams/states/li.htm

43. PBS CAMPUS | Find A Course the !Kung, the Mendi, and the kpelle as examples struggles of the !Kung in Africato illustrate includes several examples of how indigenous peoples are making http://www.pbs.org/campus/001_Course/001-04.html?referSectID=001&courseID=39

44. Faculty college, he did reasearch on the kpelle people of West africa, eventually completinga conducted a major comparative study, The indigenous Mathmatics Project http://www.usu.edu/anthro/faculty.html

Richle y H. Crapo Ph.D. University of Utah 1970 Old Main 245 C Office Hours: T, Th 9:30-11:00 rcrapo@cc.usu.edu Like many anthropologists, Dr. Crapo began his university studies in another field. He originally planned to major in mathmatics, but became enamored with anthropology after taking a course about native North Americans. As a graduate student, Dr. Crapo chose to specialize in linguistics and cultural anthropology - focusing his efforts in the Great Basin and Mesoamerica. Since joining the USU faculty, Dr. Crapo has taught a variety of courses, including ones on religion, asthetics, personality and gender. Dr. Crapo's classes include: Cultural Anthropology Anthropology of Religion History and Theories of Anthropology Anthropology of Sex and Gender ... Bonnie Glass-Coffin Ph.D. University of California - Los Angeles 1992 Old Main 245 A Office Hours: M-W2:00- 3:30 p.m

45. Paulus Gerdes / Ethnologie Heute, 1998 the Chokwe of Northeastern Angola and related peoples. a study of learning amongthe kpelle of Liberia 1967; D. Lancy (Ed.), The indigenous Mathematics Project http://www.uni-muenster.de/EthnologieHeute/eh2/gerdes.htm

Paulus Gerdes The Study of the African Sona Geometry as an Example of Ethnomathematical Research 1. Author's publications on Sona Geometry and Ethnomathematics The following paper presents an introduction to the German language edition of the book "Sona Geometry: Reflections on the Sand Drawing Tradition of Peoples of Africa South of the Equator". The original edition was in three volumes in Portuguese (Universidade Pedagógica, Maputo, 1993/4): Volume 1 : Analysis and reconstruction; Volume 2 : Mathematical and educational exploration; Volume 3 : Comparative analysis. The first volume has already been published in English (Universidade Pedagógica, Maputo, 1994). The three volumes have been published in French in 1995 under the title "Une Tradition Géométrique en Afrique - Les Dessins sur le Sable" (Éditions L'Harmattan, Paris / Montreal, 594 pp.). The German language edition "Ethnomathematik dargestellt am Beispiel der Sona Geometrie" (Spektrum Verlag, Berlin / Heidelberg / Oxford, 1997, 436 pp., ISBN: 3-8274-0201-8) contains the three volumes in one book and was enlarged by an introduction on ethnomathematics as a field of research. It has a preface by Harald Scheid and Erhard Scholz (Bergische Universität, Wuppertal). An earlier book, in German, by the author on ethnomathematics was published in 1990 under the title "Ethnogeometrie. Kulturanthropologische Beiträge zur Genese und Didaktik der Geometrie" (Verlag Franzbecker, Bad Salzdetfurth /Hildesheim, 360 pp., ISBN 3-88120-189-0). It contains a preface by Peter Damerow (Max Planck Institut für Bildesforschung, Berlin), and is reviewed by Bernhard Andelfinger in 'Zentralblatt für Didaktik der Mathematik' (ZDM, Karlsruhe, 94/1, 22-24). Related to the educational use of the sona sand drawing tradition, the author also published the following books:

46. Anth 410E OR List the various actors in the kpelle moot, the Liberian ordeal to twopage argumentfor the right of Indian peoples to be 1. States and indigenous Rights. http://www.siu.edu/~anthro/adams/pages/anth410e.html

Home Twenty-First Century Landscape Site Map Anthropology Dept. ... SIU Anth. 410E - Anthropology of Law This course has three major aims: 1) It will introduce you to the concepts used in legal anthropology; 2) it will give you an empirical and theoretical foundation to think about and evaluate legal processes in a multi-cultural setting and in plural societies; and 3) it will give you intellectual tools with which to think critically about claims that you and others make regarding legal and political processes. The course is structured around readings, lectures, and analysis. You will be required to carry out at least one analytic task each week, relating to the readings and guest lectures. The course is divided into 4 sections: Weeks 1-2: Weeks 3-5: Studies of dispute settlement in small-scale societies. Weeks 6-8: Weeks 9-16: Legal institutions in plural societies. Requirements of the course I. Readings: Required book: Scott, James C. Seeing Like a State: How Certain Schemes to Improve the Human Condition Have Failed.

47. West Africa - EthnoBass English Major ethnic groups indigenous African tribes 95% (including kpelle, Bassa,Gio http://www.ethnobass.org/afr_west.html

Home AFRICA page: - Central Africa - East Africa - North Africa - Southern Africa - West Africa AMERICA page: - Caribbean - Central America - Central South America - East. South America - North America - North. South America - South. South America - West. South America ASIA page: - Central Asia - Eastern Asia - Northern Asia - Southern Asia - South Eastern Asia - South Western Asia EUROPE page: - Central Europe - East Europe - North Europe - Southern Europe - South Eastern Europe - South Western Europe - West Europe MIDDLE EAST page COUNTRIES PEOPLES ARTISTS GLOSSARY INTERVIEWS ESSAYS LINKS SERVICES page - CD reviews - Events - Picture Galleries West Africa page Benim Burkina Faso Cameroon Cape Verde ... Western Sahara Links: Cora Connection: The Manding Music Traditions of West Africa: A information resource dedicated to West African music and culture, maily about Kora, Ngoni and Balafon. Decription: Cora Connection provides information on the folk music traditions of West Africa. Cora Connection sells hard to find recordings, professional quality instruments and offers educational workshops. Top of page - Menu Benim Map of Benim Population: 6,5 million

48. Guinea: A Historical Profile Peul) language is dominant, although minor indigenous ethnic groups east to west,are the kpelle (Guerze), Loma For peoples like the Coiagui, Baga, and Nalou http://www.sulima.com/pubs/guinea.htm

//Top Navigational Bar III (By BrotherCake @ cake@brothercake.net) //Permission granted/modified by Dynamicdrive.com to include script in archive //For this and 100's more DHTML scripts, visit http://www.dynamicdrive.com Guinea: A Historical Profile Contributed by: Mohamed Pathe Jalloh INTRODUCTION The origin of the name Guinea itself is obscure. Some suggest that Guinea might be derived from the ancient Niger River Basin trading center, Djenne. More likely it derives, through Portuguese usage, from the Berber Akal-n-Iguinawen (land of the blacks). Yet another possibility is that it comes from the word geenay, meaning “women” among the coastal Soussou, and that somehow this name came to be applied to a widespread area of the African Coast. GEOGR APHY Climatically all of Guinea shares two alternating seasons: a dry season (November to March) and a wet season (April to October). Rainfall varies from region to region with as much as 170 inches per year at Conakry on the coast to less than sixty inches a year in Upper Guinea. The rainfall in Middle Guinea ranges from 63 to 91 inches per year while some areas in the Forest Region have more than 100 inches of rain per year. Temperature ranges also vary according to the different regions. On the coast and in the Forest Region the temperature ranges around an average of 81 degrees Fahrenheit. The Fouta highland of Middle Guinea may experience January daytime temperatures of 86 to 95 degrees Fahrenheit while nighttime temperatures may dip below 50 degrees Fahrenheit. Mid-day highs of more than 100 degrees Fahrenheit are not uncommon in Upper Guinea during the dry season.

49. Cultural Anthropology -- University Of Minnesota Duluth cf., Dead Birds, and the kpelle as examples the struggles of the !Kung in Africato illustrate includes several examples of how indigenous peoples are making http://www.d.umn.edu/cla/faculty/troufs/anth1604/video/Faces.html

Cultural Anthropology WebSearch Search this Page EnlargeFonts ... SS 2003 Calendar 09 April 2003 Today in History Today in Headlines Course Information Assignments Calendars Case Studies Dates / Times Exams Extra Credit FAQs Grades ~ grading policies Office Hours, etc. Overview Questions ? Requirements Schedules Site Information Site Map Special Facilities Syllabus Table of Contents Text Times / Dates Videos Course Topics 01 Introduction / Orientation 02 History of Thought Maps World Africa Botswana Ethiopia France Guatemala Indonesia Kena Mexico South Africa Tanzania The World Fact Book Your Nation Country Briefings Other Useful Sites Prehistoric Cultures Anth in the News WWW Virtual Library Anth Resources on the Net E-mail us Jim Belote's Page Tim Roufs' Page The Paleo Ring Search this page Search UMD's pages Translation Services Useful Web Sites Writing Guide Video Schedule c Faces of Culture Series PBS Adult Learning Satellite Service, 1994)

50. Dance For Power and peopled almost entirely by indigenous African tribes. The kpelle, Bassa, Gio,Kru, Grebo, Mano, Krahn, Gola teaches that Allah creates all peoples the same http://www.danceforpower.org/kenokulolo.html

Courtesy of Dance for Power 2003 View the Program Notes for the Upcoming Performance! WHAT IS WEST AFRICA? West Africa is a region on the continent of Africa. It is bounded by the Atlantic Ocean on the west, the Sahara Desert on the north, the Gulf of Guinea on the south, and the eastern boundaries of the countries of Niger, Nigeria, and Cameroon on the east. The countries of Benin, Burkina Faso, Cameroon, Cape Verde, Equatorial Guinea, Gambia, Ghana, Guinea, Guinea-Bissau, Ivory Coast, Liberia, Mali, Mauritania, Niger, Nigeria, Senegal, Sierra Leone, and Togo comprise West Africa. PHYSICAL FEATURES AND CLIMATE OF WEST AFRICA West Africa is divided horizontally into two distinct areas. The first is the western portion of the Sudan, which, although hot and dry, contains arable grassland. The Western Sudan, which includes most of Senegambia, extends from the southern reaches of the Sahara Desert to south of the Niger River, and as far as Lake Chad in the east. The Niger, Gambia and Senegal Rivers are the three major bodies of water of this region. The swampy area between the Niger and Senegal Rivers, called the Wangara, was a major source of gold in medieval times. The second area is the Guinea Coast , which starts below the Niger River , where the tropical forest begins, and extends to the Gulf of Guinea . The Guinea Coast is a region dominated by year-round humid heat and dense tropical forests through which run the Volta and the Bandama Rivers . The Niger Delta is also an important geographical landmark of the Guinea Coast.

51. Afrika & South Amerika payments to foreign banks; destroy indigenous agriculture by stop to this naturalmovement of peoples and ideas. Other examples include kpelle and the Loma in http://www.geocities.com/CapitolHill/1131/afrika.html

The Fight against fascism in Africa and South America! America's Latin "Empire" Under the name of "democracy" and "freedom" the US government keeps spreading oppression and misery in South Amerika. Africa must unite The following text blocks fascism because it's an anti-imperialist one. Neo-colonisation is one of the roads towards fascism , so it's appropriate here. Additionally, this text calls for a unity throughout Afrika! IMF's "Contract on the World" About SAP's, privatisation, neo-liberalism and exploitation of the thirth world. A Letter to the African Patriot An open letter to all people dedicated to form an independent and democratic Afrika. Specific pages about countries in this area: Brazil Dominican Republic Guatemala Mexico ... Peru From: From: Abdul Salau From: Workers World Service ww@wwpublish.com . For subscription info send message to: ww-info@wwpublish.com From: UGANDA DISCUSSION LIST

52. Kerry Mcgregor - A Flag For Every Occasion race indigenous African tribes 95% (including kpelle, Bassa, Gio, Kru Liberia's indigenouspopulation is primarily composed of Mande, Kwa, and Mel peoples. http://www.geocities.com/ResearchTriangle/8498/kerrymc/22.html

a flag for every occasion Republic of Liberia Statistics President: Charles Taylor (1997) Area: 43,000 sq mi (111,370 sq km) Population (2001 est.): 3,225,837 (average annual rate of natural increase: 3.0%); birth rate: 46.6/1000; infant mortality rate: 132.4/1000; density per sq mi: 75 Capital and largest city (1993 est.): Monrovia, 1,000,000 Monetary unit: Liberian dollar Languages: English (official) and tribal dialects Ethnicity/race: indigenous African tribes 95% (including Kpelle, Bassa, Gio, Kru, Grebo, Mano, Krahn, Gola, Gbandi, Loma, Kissi, Vai, and Bella), Americo-Liberians 5% (descendants of former slaves) Religions: traditional 70%, Christian 10%, Islam 20% Literacy rate: 40% (1990) Economic summary: GDP/PPP (1999 est.): $2.85 billion; per capita $1,000. Real growth rate: 0.5%. Inflation: 3% (1998 est.). Unemployment: 70%. Arable land: 1%. Agriculture: rubber, coffee, cocoa, rice, cassava (tapioca), palm oil, sugarcane, bananas; sheep, goats; timber. Labor force: agriculture, 70%; industry, 8%; services, 22% (1999 est.). Industries: rubber processing, palm oil processing, diamonds. Natural resources: iron ore, timber, diamonds, gold, hydropower. Exports: $39 million (f.o.b., 1998 est.): diamonds, iron ore, rubber, timber, coffee, cocoa. Imports: $142 million (f.o.b., 1998 est.): fuels, chemicals, machinery, transportation equipment, manufactured goods; rice and other foodstuffs. Major trading partners: Benelux, Norway, Ukraine, Singapore, South Korea, Japan, Italy.

53. Empowerment Education: A Guide To Curriculum Reforms In Liberia country had a system of indigenous education, run contextfree communication while traditional peoples do not. the arithmetic concepts in kpelle culture were http://www.theperspective.org/education.html

Empowerment education: A guide to curriculum reforms in Liberia By Tarnue Johnson The Perspective May 10, 2001 This article intends to establish some foundational and basic principles for curriculum reforms in Liberia. It is suggested that such reforms must be reflected at all levels of the education system. In a previous article in this magazine, I made reference to the need for an introduction of a core curriculum to promote consciousness-centered learning as a prelude to social transformation. I also intimated that such a core curriculum with its emphasis on building national character and a sense of civic purpose would contribute inordinately to making the ideal of a learning society a concrete reality. In Liberia as we know it today, there is a fundamental tension between what is and what ought to be. Such tension tends to permeate all aspects of national endeavors in the current political and institutional atmosphere. But this tension can be resolved. Given the dismal state of affairs in Liberia, what ought to be might indeed, only become a possibility within the context of a change process and far-reaching social transformation. It is imperative that such transformative process occurs in two mutually interdependent domains- the epistemic (knowledge) domain of reasoned discourse as well as the domain of social action. Both the epistemic domain and the domain of social action are intrinsically complementary, because reasoned discourse forms the basis for social action and transformative change. In the past many social theorists have contributed variously to this discussion of the relationship between knowledge and social action (see Bernstein, 1985, Bordieu, 1977, Bowles and Gintis,1976).

54. Worldsurface.com - Sustainable Tourism For Backpackers And Independent Traveller Liberia's indigenous African peoples may be The Mande, including the kpelle, Loma,and Mano tribes, inhabit northern, northwestern, and central Liberia http://www.worldsurface.com/browse/static.asp?staticpageid=131

55. Qualitative Research Proposals indigenous peoples and Sustainability Cases and Actions, Utrecht indigenous KnowledgeSystems, Sciences and Technologies for Development in kpelle Culture, Ph http://www.tc.umn.edu/~musi0012/specimen.HTM

SPECIMEN PROPOSAL Sustainability, Indigenous Agricultural Knowledge and Gender on Smallholder Irrigation Schemes in Manicaland, 1928- 1995: Rethinking Peasant Agrarian History in Zimbabwe. Introduction Problem Statement Context/ Conceptual Framework Problem ... Budget Introduction Recent debates on sustainable development have addressed the social and cultural dimensions of sustainability but I argue for the need to reconceptualize sustainability in ways that consider historicizing the relationship between western irrigation technology and local systems of socio- economic sustainability. This preliminary study examines the socio-economic sustainability of an agricultural project in Manicaland Province, Zimbabwe, where colonial and post-colonial states established smallholder irrigation farming in an attempt to increase the carrying capacity of rural areas by improving agricultural productivity using western forms of scientific irrigation technology, and to orient production towards marketing. My major hypothesis is that rich, middle and poor peasant women and men used their different experiences and practices of indigenous agricultural knowledge to influence and shape western scientific agricultural knowledge as they struggled to achieve socio- economic sustainability.

56. Race And Ethnicity Analysis - BloodBook.com, Blood Information For Life Israel, Jewish 82% (Israelborn 50%, Europe/Americas/Oceania-born 20%, africa-born7%, Asia Liberia, indigenous african tribes 95% (including kpelle, Bassa, Gio http://www.bloodbook.com/race-eth.html

RACE and ETHNICITY ANALYSIS BLOODBOOK.COM THIS PAGE PRESENTS PERCENTAGE DETAILS OF INDIVIDUAL ETHNIC COMPOSITION OF DIFFERENT NATIONALITIES SEPARATED BY COUNTRY. TO HOME PAGE CLOSE WINDOW Racial and Ethnic Distribution of Blood Types African American Black Blood Donor Emergency COUNTRY RACIAL and/or ETHNIC ANALYSIS of PEOPLE GROUPS Afghanistan Pashtun 38%, Tajik 25%, Uzbek 6%, Hazara 19%, minor ethnic groups (Chahar Aimaks, Turkmen, Baloch, and others) Albania Albanian 95%, Greeks 3%, other 2%: Vlachs, Gypsies, Serbs, and Bulgarians Algeria Arab-Berber 99%, European less than 1% Andorra Spanish 61%, Andorran 30%, French 6%, other 3% Angola Ovimbundu 37%, Kimbundu 25%, Bakongo 13%, Mestico (mixed European and Native African) 2%, European 1%, other 22% Antigua black, British, Portuguese, Lebanese, Syrian (see Barbuda) Argentina European 97% (mostly of Spanish and Italian descent), 3% other (mostly Indian or Mestizo) Armenia Armenian 93%, Azeri 3%, Russian 2%, other (mostly Yezidi Kurds) 2% (1989) Note: as of the end of 1993, virtually all Azeris had emigrated from Armenia

57. Sculture Info figures cast in brass among the Dan and kpelle. ndako gboya appears to be indigenous;a spirit diversity of sculptural tradition among peoples inhabiting the http://users.pandora.be/african-shop/sculpture-info.htm

Home african art statues african art masks African Art objects ... Outside Africa Art antiques [ sculpture info ] african-art-buying-tips.htm bookmarks Stolen-art News African Art Auctions Fairs Exhibitions ... About You Sculptures and associated arts This page was made with the help from Britannica , follow the link for more related articles but they aren't free as in the past anymore. Although wood is the best-known medium of African sculpture, many others are employed: copper alloys, iron, ivory, pottery, unfired clay, and, infrequently, stone. Unfired clay is and probably always was the most widely used medium in the whole continent, but, partly because it is so fragile and therefore difficult to collect, it has been largely ignored in the literature. Join our interesting discussion list (300 members now): Click to subscribe to AfricanAntiques Join our newsletter: What is your name? Where are you from? What do you collect? E-mail address? Small Daima clay figures. Neolitic period.

58. Bracton Books Catalogue List a study of learning among the kpelle of Liberia 2739, HILL, POLLY ed. indigenous Tradeand Market Places in JAN The Children of Woot, a History of Kuba peoples. http://www.socanth.cam.ac.uk/ant9.htm

West and Central Africa BEKAERT, STEFAN System and Repetoir in Sakata Medicine, Democratic Republic of Congo. Uppsala Studies in Cultural Anthropology, 31, 2000, 380pp, figs., plates, bottom front corner bent, wraps Return to List Selection Page

59. Cultural Anthropology Rules for the AntiSocial. The kpelle Moot. Rights of indigenous Nations. Bushmanland. Impactof Development upon Foraging peoples. 30 Years After , and Burial http://fates.cns.muskingum.edu/~smcguire/cultanth.html

COURSE? Cultural Anthropology (ANTH 201) [Spring 2001] INSTRUCTOR? Steve McGuire (Just call me Steve) OFFICE? CH 122; MWF 1:00-2:30; T 12:00-12:30 PHONE? 826-8288 (or 826-4300; before 9 p.m.) READINGS, MATERIALS? Our Kind by Marvin Harris; "Portraits of Culture" edited by Ember, Ember, and Levinson; and readings sold approximately at cost at the beginning of the term. All readings will be on the tests, and should be read once and gone over again twice. Most readings will not be discussed in class unless there are questions or comments regarding them. TESTS or QUIZZES? six (mostly short answer). Some questions may be COMPREHENSIVE referring to things from previous tests such as the main concepts like HRAF files and cultural relativism. Movies and guest speakers are eligible! HALF OR MORE of each test will ordinarily be over the READINGS. On the tests the readings will often be referred to by their titles. The questions may ask for more DETAIL than you are used to. ATTENDANCE? Expected, particularly at tests. I don't like doing makeups, and they will require documented evidence of a real medical problem or a death in the family or attendance at College-sponsored event.

60. Landru.i-link-2.net/jtrees/text/Nations_of_old-world.txt as generic name for several peoples) Dompago Dyerma Fon Meru Lesotho SothoLiberia - kpelle Bassa Gio 15%) see CHINA indigenous (6%) Cambodia http://landru.i-link-2.net/jtrees/text/Nations_of_old-world.txt

Tofin Toli Urhobo //Waama// (Yoabu) Waci Xweda Xwela Yoba Maubere Chinese [see CHINA] India - [Est. population: 1,014,003,817 ]

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