Suchergebnisse

The collection of articles presents a scientific inquiry into US African studies on the basis of standardized survey instruments and protocols. The two articles by Bowman/Cohen summarize faculty attitudes on a wider rage of issues und explain the survey methodology and present overall results. Ten additional papers provide more detailed analysis of key issues: Challenor and McCann address trends in teaching in African studies; Sanneh/Omar provide a review of African language training; Cooke/Morrison an examination of the fault lines that exist between the academic world and the world of U.S. policymakers. Metzler examines the slow growth of study-abroad programs in Africa. (DÜI-Sbd)

Vol. 1, 1904; v. 2, 1903; v. 3-4, 1901. ; Addresses by celebrated Americans, grouped under historical headings. ; v. 1. I. Colonialism. II. Constitutional government. III. The rise of democracy. IV. The rise of nationality -- v. 2. V. The anti-slavery struggle -- v. 3. V. The anti-slavery struggle (cont.) VI. Secession -- v. 4. VII. Civil war and reconstruction. VIII. Free trade and protection. IX. Finance and civil service reform. ; Microform. ; Mode of access: Internet.

As we are writing the introduction to this special issue we are looking back on the online summer semester 2020, which has profoundly and perhaps lastingly impacted how we do American Studies, not least by pushing us to embrace digital technologies to an extent unimaginable half a year ago. Did we really need a viral pandemic to provide the necessary push for some of our colleagues to become (more) digitally naturalized? Of course not. On the other hand, we would have appreciated practical guidelines and offers of technical support for our digital teaching ideas (as most universities have provided them in the last months) much earlier. Yet, most of these offerings were merely technological or only contained a list of tools available. How can we think critically about our tools, and how can we implement them successfully?

Frontmatter -- Contents -- Acknowledgments -- Introduction -- Chapter 1. Black-Korean Conflict in American Cities -- Chapter 2. Explaining Black-Korean Conflicts -- Chapter 3. Comparing New York City and Los Angeles -- Chapter 4. New York City: Heat without Fire -- Chapter 5. Los Angeles: Fire without Smoke -- Chapter 6. No Fire Next Time -- Appendix -- Notes -- References -- Index

The SR between English & immigrant children between the ages of 7 to 17 are studied in 3 Sch's & in 3 separate studies (N's =775, 528, 200, respectively) to examine the extent of their soc interaction in & out of Sch. In all 3 studies sociometric testing of all the children followed by unstructured interviewing of a random sample of the children are employed. The distribution of choices is worked out in terms of in-group & out-group choices. A self-preference index devised by Joan H. Criswell in 1943 & the application of the Chi-square test of signif show that the distribution of choices of all ethnic groups indicate an ethnocentric pattern of relationships. Girls of secor_- dary school age tend to be more ethnocentric than boys & immigrant children more ethnocentric than English children. AA.

The African student studying about Africa in the United States participates in two communities. The first community is the academic one in which studies of Africa are pursued; the second community is the existential one with which the individual identifies outside academe—most often the country of origin or the continent in general. (By existential community I mean the community to which the student has profound personal ties, such as family and friendships, and an enduring commitment.) Each community has its own values, commitments, and immediate agendas. As a member of the academic community, the African student must contribute to theoretical advancement; and, as a privileged member of an existential community, he or she must contribute to the development process.

No academic book relates the formal process of bringing community development in the African American community. The focus of this book is to bring a fresh and needed perspective to Black and inner city communities that have suffered from lack of development and investment. The book offers a reasoned and demonstrated approach to the oppressed African American community as a means of self improvement in the hope of achieving self-reliance and independence for a better quality of life.