This kit provides the materials and background information needed to engage students in a dynamic and constructive process of learning how global media perspectives differ based on country of production, media source, target audience, and political and social context. There are five lessons representing important issues and media documents from: Africa (news and documentary film clips about the food crisis), Latin America (editorial cartoons about immigration), Europe (news and documentary film clips about Islam and cultural identity), India (magazine covers about India's rise in the global economy), and Southeast Asia (websites concerning Islamic majorities and minorities).

This survey course introduces students to the important and basic material on human fertility, population growth, the demographic transition and population policy. Topics include: the human and environmental dimensions of population pressure, demographic history, economic and cultural causes of demographic change, environmental carrying capacity and sustainability. Political, religious and ethical issues surrounding fertility are also addressed. The lectures and readings attempt to balance theoretical and demographic scale analyzes with studies of individual humans and communities. The perspective is global with both developed and developing countries included.

The programme on Guidance, Counselling and Youth Development for Africa proposes 10 individual modules categorized by topics, countries or specialists in order to answer to the growing number of social issues faced by African young people, particularly girls.

This guide has been packaged for all those who are in higher education with a desire to improve their teaching and learning practices. The main objective is improving the relevance and quality of higher education in Africa through 11 modules covering subjects from new technologies, students with special needs, woman students, etc.

Guinea Bissau Conflict. Program examines the guerilla warfare underway in the African country of Guinea Bissau as part of the campaign for independence being waged in that country. Program is divided into two segments: the first consisting of an on-location British film about Guinea Bissau guerilla troop B-30 as it proceeds to an attack site, the second of an interview with Party for the Independence of Guinea and Cape Verde (PAIGC) representative Gil Fernandes, who discusses his work, background, and the state of the war. Film contains commentary by PAIGC founder Amilcar Cabral. Produced by John Slade. Directed by Russell Tillman.

Just like the permanent exhibit it was created to complement, the online Hall of Biodiversity showcases the beauty, diversity, and abundance of life on Earth while warning of the threats posed by human activity. Along with a brief introduction to the exhibit, it includes these four sections: Spectrum of Life - A virtual journey through 3.5 billion years of evolution on Earth. The interactive cladogram includes detailed information on more than 25 diverse life forms. Transformation of the Biosphere - An overview of how the Earth is continually experiencing climatic changes and changes brought on by physical events, such as meteorite collisions. The Dzanga-Sangha Rain Forest - An explanation of what visitors will find when they explore this walk-through diorama at the Museum, which features the sights and sounds of a dense tropical rain forest. Solutions - A list of concrete actions individuals can take to help save the Earth's resources for generations to come.

Existing textbooks on international relations treat history in a cursory fashion and perpetuate a Euro-centric perspective. This textbook pioneers a new approach by historicizing the material traditionally taught in International Relations courses, and by explicitly focusing on non-European cases, debates and issues.

The volume is divided into three parts. The first part focuses on the international systems that traditionally existed in Europe, East Asia, pre-Columbian Central and South America, Africa and Polynesia. The second part discusses the ways in which these international systems were brought into contact with each other through the agency of Mongols in Central Asia, Arabs in the Mediterranean and the Indian Ocean, Indic and Sinic societies in South East Asia, and the Europeans through their travels and colonial expansion. The concluding section concerns contemporary issues: the processes of decolonization, neo-colonialism and globalization – and their consequences on contemporary society.

History of International Relations provides a unique textbook for undergraduate and graduate students of international relations, and anybody interested in international relations theory, history, and contemporary politics.

Students will be able to assess the development of the ancient civilizations in South/ Central Africa, and their political and trading importance on the region. Students will demonstrate their understanding by creating an online postcard.

Second in a series of videos from Khan Academy and 23andMe, this video introduces human prehistory, this video describes how our human ancestors spread throughout Africa and then into other regions such as Australia and Europe. How did they reach Australia so early on? What happened when our ancestors encountered Neanderthals?

Map of Africa coded by the number of underweight children per square kilometer. It is thus a measure of the absolute density of hungry individuals, a combination of hunger and population density.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Undernutrition is responsible for nearly half of all deaths in children under five. It affects everything from long-term physical and cognitive development and susceptibility to disease to vaccine efficacy. Children who are undernourished often fail to regain height and weight, even after nutritional intervention. Scientists are now looking to non-dietary factors to explain why stunting continues after children consume nutrient-rich foods. A recent study examined the effects of chronic undernutrition on intestinal microbes. Using fecal bacteria from 200 children between two and five years old in Madagascar and Central African Republic, researchers found that undernourished children had a high proportion of bacteria bound to immunoglobulin A (IgA). IgA is a type of antibody that typically regulates host-microbe homeostasis in the intestine. But malnutrition allows pathogenic bacteria to proliferate, resulting in altered IgA recognition of intestinal microbes..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This compilation of secondary sources gives an account for how the Transatlantic slave trade became a key economic feature of the Western coast of Africa, as well as an important economic feature of the "New World" colonies. This is a guided reading with questions throughout for the purpose of assessing students' understanding. Student's are prompted to mark the text for key details as they follow along. An excellent source to print or to use digitally. 

This is a discussion-based, interactive seminar on the development of information and communication technology in Sub-Saharan Africa. The students will seek to understand the issues surrounding designing and instituting policy, and explore the possible ways in which they can make an impact on information and communication technology in Africa.

This presentation considers the Liberia diaspora in the nineteenth and twentieth centuries focused on mobility, identity, and community. It discusses major political organizations and people related to the history of Liberia including the American Colonization Society and Joseph Jenkins Roberts. The presentation provides links to primary sources related to the people who emigrated to Liberia. 

International Women’s Voices has several objectives. It introduces students to a variety of works by contemporary women writers from Asia, Africa, the Middle East, Latin America and North America. The emphasis is on non-western writers. The readings are chosen to encourage students to think about how each author’s work reflects a distinct cultural heritage and to what extent, if any, we can identify a female voice that transcends national cultures. In lectures and readings distributed in class, students learn about the history and culture of each of the countries these authors represent. The way in which colonialism, religion, nation formation and language influence each writer is a major concern of this course. In addition, students examine the patterns of socialization of women in patriarchal cultures, and how, in the imaginary world, authors resolve or understand the relationship of the characters to love, work, identity, sex roles, marriage, and politics.

At the time of the video, 60 cases of AIDs had been documented at KCMC, arriving at an ever increasing rate since the first case in 1984. While the issue is tragic, the video provides a fascinating insight into the situation “at the front-lines.” The idea of an epidemic is just beginning to be considered. Understanding of the situation is in its early phases: how long is the incubation? How exactly is it spread? How can we treat it? Will there be a vaccine? Who is at risk?

Unlike in Europe and the West, AIDs in Africa is a heterosexual illness. Victims are adults of both sexes in their sexual prime. Howlett says that most of the cases he has seen have come from urban centres. People are beginning to understand that the full impact of the disease is invisible, because of the long incubation time from infection to full-blown disease. The tragedy of transmission to new-borns is just beginning to be observed.

The only defence against dying of AIDS, is to use condoms. Blood screening is starting to be implemented in major centres.

This video’s intended audience was humanitarian volunteers in Europe, intending to come to Africa. Howlett tells them that they need to be clear about their responsibilities to themselves and their families. That they need to understand potential, long-term impacts of any decisions they make. It is not the same situation, he says, as it was for volunteers 5-10 years ago.

As a medically trained humanitarian, Howlett first travelled to Africa in 1980. From 1984, he began as a Ministry-appointed specialist physician at Kilimanjaro Christian Medical Center (KCMC), in Moshi, in northern Tanzania. He has remained closely associated with KCMC ever since. Learn more about Howlett’s experiences.

In the first video, from 1987, he describes the beginning of the epidemic with the first officially documented case of HIV-AIDS that was diagnosed at KCMC in March 1984. In the third video from 2018, he cites UNAIDS statistics from 2016, to underline the scope of the epidemic. In Tanzania, a country of 55 million people, 1.4 million are HIV-infected. The UNAIDS statistics further indicate that in 2016, it is estimated that there are 55 000 new HIV-infections and 33 000 AIDs-related deaths annually.

Just 2 years later, Howlett is interviewed again. It is interesting to note how much understanding of the epidemic has grown in the 2 years since his first interview. Research and reporting is increasing. Howlett says that Tanzania has reported 2 500 cases thus far to WHO.

Focus is being placed on Public Education measures. It is beginning to be understood, to use metaphors, that AIDs cases represent just the tip of the iceberg for a disease that has an incubation time as long as 7-8 years, or longer. The epidemic is spreading from the main concentration of cases in urban centres, where there are high levels of promiscuity. Such areas with prostitution, travellers, mobile populations create “whirlpools” of infection and may have rates of infection in these high risk population groups more than 70%. The infection spreads from these urban nodes to rural areas, spreading in “ripples”, as travellers return home to their families.

A highly specific blood test has been developed to ensure safer blood supplies, although, Howlett explains, this is not a major transmission route in Africa.

Howlett says that the difference between the AIDs epidemic in Europe and Africa is largely cultural. In the West, he says, there is less promiscuity. In Africa, promiscuity is more tolerated, especially in “travelling” communities of truck-drivers and businessmen. Specific communities of sexual workers have become established in all urban centres. In a cycle of poverty, it may be the only choice available to many women. These women, Howlett explains, act as repositories, and the visiting men are the vectors spreading the disease along transportation routes and to their homes, in rural settings.

Howlett and his wife, Juliet, have become increasingly engaged in Public Education – holding talks in Public Meetings, developing education materials, reaching out to social leaders … However, he says that providing information is not enough to change behaviour – people have to understand the information and its implications for their lives and the lives of their family members.. Be responsible. Tests are available – get tested. Be celibate if you are HIV positive, or, at least, use a condom. All are equal before AIDs, he says. Nearly 100% of patients with AIDs die.

Introducing Africa is comprised of two lessons and is designed to raise studentsĚ_Ě_´ awareness about stereotypes of Africa; teach them information about the history, geography, economics and cultures of Africa; and to give them an appreciation for the diversity of the African continent. This kit will teach students to identify important details, make logical inferences, and draw informed conclusions from visual documents including photographs and money. The lesson was designed for third grade but can be used with older students.

AMH 2091 is an introductory-level survey course that provides an overview of the major events and developments in African American history, from Africa to the present. At its core, the history of African Americans has been connected to attempts to gain freedom. Starting with the West African empires, the course traces African Americans’ quest for freedom through the Slave Trade, Slavery, Reconstruction, the Jim Crow Era, World War I, the Great Migration, the Great Depression, and World War II. It then examines key political, social, and cultural developments of the post-war period focusing on social movements such as the Long Civil Rights Movement, the Black Power Movement, and Women’s Rights Movement. There will be an emphasis on learning the basic chronology and topics of African-American history, analyzing a range of primary and secondary sources, and practicing writing interpretive essays, using primary and secondary sources to support a clear argument.  Students can expect to dedicate 4 – 5 hours a week to writing.