bluuebunny/crossref_metadata_2025 huggingface dataset:
Synthesis of carbon nanotubes loaded hydroxyapatite: Potential for controlled drug release from bone implants
Authors: Costantini Lisa , Bouropoulos Nikolaos , Fatouros Dimitrios G. , Kontopoulou Ioanna , Roldo Marta
Published: July 2016

Carbon nanotubes (CNTs) can support the building of flexible and porous scaffolds for bone regeneration. Various studies have looked at the mixing of CNTs with hydroxyapaptite for the formulation of bone implants. In the present work, we report the one step preparation and characterisation of chitosan/hydroxyapatite/CNTs composite materials obtained by wet precipitation of hydroxyapatite (HA) in the presence of chitosan or its amphiphilic derivative N-octyl-O-sulphate chitosan and CNTs. The in situ precipitation of HA assured inclusion of the polysaccharide and the CNTs in the HA structure and provided materials with the ability to control the release of different model drugs.
Improvising a Posterior Nasal Pack with Equipment in a Basic First Aid Kit
Authors: Royer Allison K. , Royer Mark C.
Published: July 2016

Posterior epistaxis is a serious condition that can be difficult to treat in a wilderness setting. The initial standard of care involves packing the affected nostril with a 7 to 9 cm nasal pack to tamponade the bleed. These packs are often unavailable outside of the emergency or operating room. This study set out to determine whether a posterior nasal pack could be constructed from the supplies present in a basic first aid kit in order to control massive nasal hemorrhage in a wilderness setting. A basic first aid kit was utilized to construct a posterior nasal pack that was inserted into an anatomical model and visibly compared with the Rapid Rhino (Posterior, 7.5 cm; Smith & Nephew, Austin, TX) nasal packing. The shape, size, and anatomical areas of compression (ie, into nasopharynx and posterior aspect of inferior turbinate) of this pack was similar to the commercially available posterior nasal pack. Placement in an anatomical model appears to provide similar compression as the commercially available posterior pack. This technique may provide short-term hemorrhage control in cases of serious posterior nasal hemorrhage where standard treatment options are not available.
Introductory Remarks on African Humanities
Authors: Jules-Rosette Bennetta , Cancel Robert
Published: July 2016

This issue of the African Studies Review is devoted to research in the African humanities. The appearance of new approaches to the study of literary texts, oral traditions, and the popular arts has inspired us to assemble this collection. Recently, the African humanities have been neglected as an important area in which new empirical and theoretical advances have been made for the study of oral texts, art, and performance.

The articles in this collection by Robert Cancel, David Coplan, Bennetta Jules-Rosette, and V. Y. Mudimbe were presented at the Conference on Popular Arts and the Media in Africa held at the University of California, San Diego from May 17-19, 1982. This conference was sponsored by the Joint Committee on African Studies of the Social Science Research Council and the American Council of Learned Societies. We would like to thank the Joint Committee for their support of this conference and our initial efforts to develop a research synthesis for the African humanities.

This collection begins with V. Y. Mudimbe's commentary on the nature of African art and the limitations of research models used to study it. He questions the role and position of African arts, especially visual arts, in the post-colonial world. He suggests that the time has passed where most of these works can be judged simply as self-enclosed cultural referents, isolated from the effects of the last two hundred years of history. The process of “aesthetization” that he describes is one which, in various transformations, informs each of the papers that follow. When Fanon suggested that to take on a language is to “take on a world,” he foreshadowed the ideas that acknowledge the development of Africa's humanities in a context of cultural interchange with other world traditions. This is not to accept the Victorian pronouncements that credited all African achievements to various forms of Western influence. Rather, it is a movement towards the view that African culture, always fluid and dynamic, has been responsive to all manner of influences, both local and foreign.
The “Apprenticeship” System in Mauritius: Its Character and Its Impact on Race Relations in the Immediate Post-Emancipation Period, 1839-1879
Authors: Nwulia Moses D.E.
Published: July 2016

In the summer of 1833, the British Parliament passed into law a bill designed to abolish slavery throughout the British Empire. The Abolition Act conferred freedom on all slave children in the plantation colonies, who were not over six years of age, and declared as free persons children born after the passage of the act. All persons over six years of age became free but were required to work for their former owners as “apprentices” for a limited period: the domestics were to serve for four years, while the agricultural slaves were to work for six years. The act also provided for twenty million pounds sterling to be given as compensation to the owners of the slaves. As the title of the act states, the “apprenticeship” system was designed to promote the “industry of the manumitted slaves …” (Great Britain, Public Record Office [PRO], C.O. 167/205, Glenelg to Nicolay, 6 November 1838). The apprenticeship system was inaugurated in the British West Indies in 1834, and in Mauritius and her dependent colonies on 1 February 1835. Following the examples of Antigua and Barbados, the British West Indian colonies aborted the system in 1838; in Mauritius and its dependencies the system came to an end in 1839.

The assessments of the apprenticeship system are varied. The framers of the Abolition Act pronounced the system as one in which “manumitted” slaves performed compulsory labor for a limited period and in their own interests. Some contemporary observers (Baker and Blackhouse, 1838) were inclined to think that the apprenticeship system was a prolongation of slavery.
Child Labor and Africanist Scholarship: A Critical Overview
Authors: Grier Beverly
Published: July 2016

Though children's labor has been critical to African economies historically, Africanist scholars tend to treat child and adolescent workers as invisible. In this essay, the reasons for this neglect are explored, as are the consequences of such neglect for theory and empirical research. Suggestions are made for pursuing research on child and adolescent labor that places young workers within the broader context of economic, social, and political relationships and processes. The essay critically reviews the extant scholarly literature on children and work in the pre-colonial, colonial, and postcolonial periods and concludes that child labor is either underresearched or undertheorized to the detriment of our understanding of gender, patriarchy, agency, the formation of worker and political consciousness, capital accumulation, and the state. The essay argues that children have shaped and continue to shape history in Africa and that childhood is a terrain of struggle in which numerous social and political forces (including children, patriarchy, capital, and the state) seek constructions that suit their particular (and changing) interests. The essay makes a plea to Africanist scholars to take children more seriously in their research.
“Wipe the Blackboard Clean”: Academization and Christianization—Siblings in Africa?
Authors: van Rinsum Henk J.
Published: July 2016

In this article the author relates the crisis of African universities to their idiosyncratic birth during the colonial period. The African universities were, to a large extent, conceptualized according to the Western template and its inherent epistemology This Western university originates from a local knowledge system that gained a hegemonic position culminating in the colonial period. The author argues for another conceptualization of African universities, based on a diversity of knowledge systems, and refers to processes of (re-)appropriation as seen in the domain of African Independent Churches.
Between Intellectual Responsibility and Political Commodification of Knowledge: Nigeria's Academic Political Scientists under the Babangida Military Junta, 1985–1993
Authors: Amuwo Ade Kunle
Published: July 2016

The academic political scientists—mainly professors—who were hired by the Babangida military government in Nigeria between 1985 and 1993, ostensibly to theorize and articulate a new political culture and morality through the political transition program (PTP), have been objects, both then and ever since, of serious criticism concerning their role and contribution to a program that promised much but delivered little or nothing. The major criticism is that the political scientists, despite an initial commitment to help the military fashion a new political order, lost their “science” by providing an intellectual cover for the general's schemes and enriched the “political,” including the politics of corruption and self-enrichment. We examine this critique and show that these individuals, by choosing to remain in office—if not in power—even after witnessing so many broken promises by the regime, tarnished their intellectual integrity and moral credibility. Appointed to serve as an instrument of legitimization for the regime, they contained, constricted, and shrank the political and intellectual space rather than facilitating intellectual and democratic empowerment.
To William O. Brown
Authors: Cowan L. Gray
Published: July 2016

For those of us who have been members of the African Studies Association since its founding in 1958, it is hard to believe that Bill Brown will no longer be with us at our annual meetings and as an ever willing member of our committees. We became so accustomed to calling on Bill for advice and guidance at moments of crisis that we are just a bit at a loss when we realize we can no longer turn to him in need.

Bill was a founding member of the ASA, a member of its board, and its past President. These offices, to which Bill was overwhelmingly elected, were no more than fitting tributes to his qualities as a scholar and a leader in his field of study -- qualities which the members of the Association recognized and to which they gladly paid tribute. But Bill was much more than a founding father; he was one of the small group who saw in the early fifties that African studies were to grow from the concern of a handful of devoted men to a major branch of area studies in the American academic roster. Bill was a member of the small committee which met from time to time in 1956 and 1957 to lay out the goals and purposes of the future association. Bill's wise counsel then, as it has so often since, prevented us from making irretrievable errors. I can remember sitting in several long and confused planning meetings in the Spring of 1958 in which alternative forms of the Association were brought up, one after another, and at the end, the group turned to Bill, who, seemingly, had absorbed all the confusing threads of the discussion. He was able to weave them together into a series of decisions which sounded much more intelligent than they ever were, I am sure, during our discussion; and out of them came the Association as it now is.
African Studies in Czechoslovakia: Achievements and Perspectives
Authors: Skalník Peter
Published: July 2016

Scientific research of African societies and cultures in Czechoslovakia has developed only in the last two decades. Nevertheless, to precede the research there was a relatively extensive background shaped by the tradition of travelers whose interest was centered especially on geography, biology, and descriptive and collective ethnography. The most important of these travelers were Dr. Emil Holub (1847-1902), who crossed South Africa as far as the Zambezi River and published several books, most of which are now available in English, about his experiences; Remedius Prutký, a missionary who visited Ethiopia in 1751-1753 and not only described his travels but even compiled a vocabulary of the Amharic language; and Dr. Stecker and Čeněk Paclt, who traveled in the nineteenth century through Ethiopia and South Africa, respectively. In the twentieth century there was a considerable number of Czechoslovak travelers who acquainted their compatriots with the “Dark Continent.”

Before World War II, three professor of Semitology at Charles University, Prague -- R. Dvořák, R. Ru̇žička, and A. Musil -- started to study Ethiopian languages and history. The well-known Austrian scholar of Czech origin, Dr. Pavel Šebesta (Schebesta) became one of the best specialists in the anthropology and ethnography of the Pygmies.
On Social Change and Social Science Research in Africa
Authors: West Robert L.
Published: July 2016

Since its establishment in 1966, the Research Liaison Committee has been charged by the members of the African Studies Association with the responsibility of finding ways to strengthen collaboration among African scholars and scholars from North America engaged in African research. The R.L.C, has been the principal instrument of the African Studies Association for informing and advising its members about research projects conducted in Africa by African, American, and other scholars; about the programs and facilities of research centers and institutes located in Africa; about the policies and procedures of governments and universities in Africa with respect to research and the activities of foreign research workers; and about the special needs and priority concerns of the governmental and academic research communities in Africa. The obverse of these responsibilities has been the effort by the R.L.C, to improve the means of communication with African research centers and to increase their familiarity with the capabilities and interests of American scholars concerned with Africa, particularly in the social sciences, the humanities, and in the broad field of development research.

The R.L.C. has found two principal means of carrying out these responsibilities. First, it has entered into cooperation with groups of research centers in Africa, and with councils of scholars and directors of research institutes, to enlarge the exchange of information between the scholarly communities of Africa and North America; a notable example is the collaboration with the Council of Directors of Economic and Social Research Institutes in Africa (CODESRIA), whose chairman, Dr. H. M. A. Onitiri of the University of Ibadan, visited major centers of African studies in the United States in the spring of 1969 as a guest of the African Studies Association.
A Comparative Model for Secondary-School Study of Sub-Saharan Africa
Authors: Hantula James Neil
Published: July 2016

Singularly lacking in the current discussion of concepts as the appropriate basis for the new social studies curriculum are concepts which are comparative in nature. For example, the Social Studies Curriculum Center at Syracuse University identified eighteen substantive concepts that “appear to be appropriate for elementary and secondary programs in social studies.” Only one concept -- “comparative advantage” -- of these eighteen substantive concepts, however, even faintly implies a comparison. Moreover, comparative advantage is described in terms of bargaining and conflict, not in distinctive social realities. A different group of concepts was identified by the Wisconsin Social Studies Committee. The Committee attempted to identify several basic conceptual ideas that underlie the central elements of history and each of the social sciences in order “to help our young people extract meaning and bring order from the sea of facts which may otherwise inundate them.” But the concepts identified by the Wisconsin Social Studies Committee are vague and do not imply comparison of data or interpretations. The major concept identified for history, for example, is “Change is inevitable.” But what does the concept mean? Does the concept help the student in extracting meaning and bringing order to a sea of facts? More important, does the concept exclude the possibility of constants in history which may be the truth of the matter for some societies? Indeed, the concept, as stated, encourages convergent rather than divergent thinking by the student. Like a Mondrian painting, the reality depicted may be impressive but no one is quite sure what it all means.
Report of Historical Research in Angola
Authors: Samuels Michael A.
Published: July 2016

In late 1966 and early 1967 this writer spent four months in Angola doing research into the development of education there during the period 1878-1914. The following report is meant to give an indication of the contents of the archives there and the procedure for gaining access to them. It supplements the information available in C. R. Boxer's Portuguese Society in the Tropics (Madison, 1965), pp. 220-224.

There are indications that historians will encounter less difficulty than scholars of other disciplines in acquiring visas for Angola. Though such visas may be obtained in the United States, they are more easily acquired directly from the Portuguese International Police (PIDE) in Lisbon. While in Lisbon it would be helpful to make contact with some of the professors at the Instituto Superior de Ciências Sociais e Política Ultramarina (Rua da Junqueira, 86). Besides providing information about any current regulations and research, they will no doubt provide letters of introduction which may prove invaluable in Angola.

The best source for historical information in Angola is the Angola Historical Archive (AHA), located in the Museum of Luanda. Permission to use it is granted by the director of the Instituto de Investigaçao Científica de Angola (IICA) located in the University (Estudos Gerais) building. The IICA, in charge of most research in the province, has been cooperative with properly identified foreign scholars.
American University and Research Library Holdings in African Literature
Authors: Lindfors Bernth
Published: July 2016

American scholars doing research in African literature sometimes have trouble locating the books they need. It is easy enough to get one's hands on African literary works published in England or America, but how does one get hold of material published in Africa -- e.g., Onitsha market chapbooks, early Lovedale or Morija press publications, or works in vernacular languages published by literature bureaus and small mission presses? Fortunately, for the older titles once can search through several published library catalogs -- Library of Congress (1942-1952), UCLA (1963), Berkeley (1963), the Schomburg Collection of the New York Public Library (1962), the African collection in the Moorland Foundation at Howard University (1958), Northwestern University's African collection (1962) -- and for the newer titles one can consult the National Union Catalog or the Joint Acquisitions List of Africana issued since 1961 by the Northwestern University Library. However, because these reference works do not list the older titles which libraries have acquired in recent years, one can never be certain that a particular African literary work is unavailable in the United States.
Tanzania: Documentation in Political Anthropology -- The Hans Cory Collection
Authors: Miller Norman N.
Published: July 2016

Hans Cory, 1888-1962, in his years as Tanganyika government sociologist, produced a collection of papers and monographs in the general field of political anthropology that rank as an important primary research source concerning that nation. The documentation, as do Cory's published writings, reflect the diverse interests of the author and the many sides of his character. The son of a Viennese musical family, his early interests were in African songs and dances, in composing Swahili poetry, and in collecting African drawings and figurines. Largely self-taught in the field of social anthropology, he had an abiding interest in ceremonies and rites, in the composition of secret societies, and in the use of plant medicines for religious and magical purposes. As an official he advised the government on a myriad of social problems. Outbreaks of murder, venereal disease, cattle theft, or armed revolt often brought administrative requests that he investigate the problem in depth and make policy recommendations.

The composition of the Cory collection, which is housed at the University College Library, Dar es Salaam, is predominantly typewritten papers, interviews, observations, and correspondence. Some of the field notes are handwritten, and a few papers are in German. There are also important subfiles of plant samples, drawings, paintings, and song texts. Cory's own bibliographical collection annotates and cross-indexes other writings by ethnic group, region, and individual author. The material falls into seven general categories: (1) local government, including native administration, constitution, and reform; (2) agricultural economics and land tenure; (3) magic, religion, secret societies, and related medical practices; (4) arts and crafts; (5) ethnography and tribal history; (6) customary law; and (7) language. The regional foci of much of the work are on the ethnic groups around Lake Victoria, particularly the Sukuma, Haya, Zinza, Kerewe, and Kuria. The peoples of central and western Tanzania, the Nyamwezi, Gogo, Nyaturu-Rimi, Ha, and Fipa, are represented in the collection, and some data exist on the eastern and coastal ethnic groups, particularly the Pare, Luguru, Zaramo, and Sambaa. Aside from a few monographs dealing with the Ngoni and Hehe, most ethnic groups of the southern regions of the country are not treated.
Wenner-Gren Research Conference on Bantu Origins in Sub-Saharan Africa, Chicago, March 24-29, 1968: Summary Report and Recommendations
Authors: Fagan Brian M. , Oliver Roland , Grundeman Tulli
Published: July 2016

The Wenner-Gren Foundation for Anthropological Research supported a research conference on Bantu Origins in Sub-Saharan Africa, which was held from March 25 through 30, 1968, at the Center for Continuing Education, University of Chicago. The participants in the meeting were J. Desmond Clark, University of California at Berkeley; David Dalby, School of Oriental and African Studies, London; J. M. J. de Wet, University of Illinois, Urbana; Christopher Ehret, Van Nuys, California; Brian M. Fagan, University of California at Santa Barbara; Geoffrey Gaherty, University of Toronto; Jack Harland, University of Illinois, Urbana; Thomas N. Huffman, University of Illinois; Charles M. Keller, University of Illinois, Urbana; Roland Oliver, School of Oriental and African Studies, London; Irvine Richardson, Michigan State University, East Lansing; Albert C. Spaulding, University of California at Santa Barbara; Jan Vansina, University of Wisconsin, Madison; Frank Willett, Northwestern University; and C. C. Wrigley, University of Sussex. They were selected from a broad range of disciplines and spent five days in free-ranging discussions on Bantu origins and its related research problems. No formal papers were presented, thereby leaving maximum time for discussion, nor is any publication resulting from the conference planned. This brief report summarizes some of the general conclusions of the meeting and sets out certain recommendations made by participants at the conference; a draft was circulated to all the delegates for examination prior to publication.
The Research Climate in Eastern Africa (Report on a Mission for the Research Liaison Committee of the African Studies Association, July-September, 1967)
Authors: McKay Vernon
Published: July 2016

The formulation of valid generalizations about the climate for research in the social sciences and humanities in eastern Africa is a perplexing task. When one thinks one has reached a useful generalization, one is likely to be confronted with conflicting evidence. Moreover, changes are occurring with increasing frequency. In Zambia, for example, certain kinds of research especially important for political scientists were banned in July, 1967. Two main conclusions may nonetheless be drawn from my 175 interviews in Kenya, Tanzania, Malawi, Zambia, Uganda, Ethiopia, and the United Kingdom on behalf of the Research Liaison Committee of the African Studies Association.

It was encouraging to find many informants, both African and expatriate and in both government and academic circles, who emphasized the need for more research, especially for studies geared at least in part to help African governments in their economic, social, and educational development planning. Foreign scholars who comply with the established research procedures and behave with tact and common sense are still welcome throughout the area. However, this optimistic judgment must be qualified by a less favorable conclusion. The evidence indicates that the research climate is deteriorating in certain respects. In particular, the new clearance procedures, which often cause months of uneconomic delay, will probably not only become somewhat more restrictive in countries that already have them, but will probably be adopted in other countries as well.
Resume of the African Research Committee-Sponsored Conference on Migration in Africa, February 25–26, 1966
Authors: Scott Franklin D.
Published: July 2016

The purpose of this conference was to discuss the present state of research on human migration and to suggest the most immediate needs for studies facilitating research and for substantive investigations, all with special reference to Africa. The following participants met for two days in Evanston, Illinois: Lyle W. Shannon, of the Sociology Department of the State University of Iowa, has completed a study of in-migration of Mexican-Americans, southern whites, and Negroes to Racine, Wisconsin, and is concerned with the functions of gatekeepers, prevailing opportunities, and experiences of change in the absorption and integration of migrants into their new community. Leonard Doob of the Psychology Department of Yale University has done work with a scale of opinions and values which has been tested with five African tribes; he is particularly concerned with acculturation and imagery as well as temporal orientation and selective migration. Edward Soja from the Geography Department at Northwestern University has been working on Kenya, mapping intranational patterns of migration, and testing the theory that clashes of cultures generate differentiation. Hans Panofsky, Curator of the African Library at Northwestern University Library, has been concerned with the economic aspects of labor migration in Ghana and bibliographically with the whole of Africa. Louise Holborn, of the Political Science Department of Radcliffe College, has been working with the refugee problem, UN resettlement projects, and international migration. Leo F. Schnore, sociologist from the University of Wisconsin, has been doing research on population redistribution and residential mobility in the United States. Francis Hsu of the Anthropology Department of Northwestern University and Duane Marble of the Geography Department were with the group briefly. Marilyn Tschanner and Roland Eves served as rapporteurs. Chairman was Franklin D. Scott of the History Department of Northwestern, who has worked on migration in general and especially on Scandinavian migration and cultural interchange.
South African Reference Books of 1966
Authors: Musiker Reuben
Published: July 2016

This review continues the series published in previous issues of the African Studies Bulletin and which among them supplement the fourth edition of the writer's Guide to South African Reference Books (Balkema, 1965). Works published in 1965 which reached the writer too late for inclusion in the 1965 survey are also noted. Prices, where available, are given in South African rands (R1 = 1.4 U.S. dollars).

A major new atlas has been produced by the Government's Department of Planning. This Development Atlas (Government Printer, 1966, R14-90for binder and parts published to date) is loose-leaf in form and is issued in sections. Complemented by a brief but factual text, it covers such topics as physical features, administration, water resources, minerals, and mines.

The final two parts of the Africa Maps and Statistics (Africa Institute, 1962-1965) were issued in 1965. These were No. 9: Trade, Income and Aid; and No. 10: Political Development. The original plan was to publish 12 parts, but the series has been completed in 10. This publication, in loose-leaf form, will be revised in the future.
The Center for Analysis and Documentary Research for Black Africa
Authors: Bureau René , Izard Françoise
Published: July 2016

Le Centre d'Analyse Documentaire pour l'Afrique Noire was created in 1961 as part of the VI section (Division des Aires Culturelles, Centre d'Etudes Africaines) of the Ecole Pratique des Hautes Etudes. In 1965 it was joined with the Service d'Echange d'Informations Scientifiques of the Maison des Sciences de l'Homme, while retaining its organizational affiliations with the Centre d'Etudes Africaines.

We propose to present here the work accomplished at CARDAN since its founding, to define the tasks which it is proposed to accomplish in the years to come, and to inform researchers of the services which the Center can offer. We shall present successively the balance sheet of past years and the future program of CARDAN.
I Centers
Authors: Bennett Norman R.
Published: July 2016

The American University offers courses in the study of Africa among different disciplines and also Africa area studies on an interdisciplinary basis.

It is recognized that there is a need for people who have a specialized discipline in one aspect of Africa, such as anthropology, linguistics, history, economics, or political science. There is also a need for a “general practitioner” (interdisciplinary or multidisciplinary) approach. Students are given the opportunity to pursue either procedure, or a combination of these procedures.

A student may study for an M.A. in African area studies, or for an M.A. or Ph.D. in international relations, government and public administration, business administration, or in one of the other disciplines in The American University, with an emphasis on Africa. A student may also study for an M.I.S. (Master of International Service), with an emphasis on Africa.

The larger proportion of the graduate students in African studies have already had some professional experience in Africa and come here for either strengthening special needs or for more general breadth for their future work related to Africa. The American University provides an opportunity for a flexible program to meet particular needs as well as general interests of students.

The African Studies Program at The American University in Washington, D.C. has the special advantages of close association with African embassies, U.S. government departments, and the United Nations, in addition to research facilities of the Library of Congress. Students here also have the opportunity for contact with scholars who are specializing in other ares of the world which are having increasing relationships with Africa - - including Europe, Asia, the Middle East, and Latin America.
II Summer Programs, 1967
Authors: Bennett Norman R.
Published: July 2016

An NDEA Summer Lanuage and Area Program will be offered during the eight-week summer session, June 26-August 18, 1967, on the UCLA campus. Languages to be offered are: Swahili, Afrikaans, Hausa, and Fulani. Area courses will be offered in anthropology, English, geography, history, law, and political science. The program is open to all undergraduate and graduate students interested in pursuing a combined area and language program.

Applications for admission should be directed to the Summer Sessions Office, UCLA, Los Angeles, Calif. 90024. Fellowships (NDFL Summer Awards) are available through the Office of Education in Washington, D.C.

The African Language and Area Center of Duquesne University, in cooperation with the African Language and Area Centers of Columbia, Howard, Indiana, Michigan State, Northwestern, Ohio, and Wisconsin universities, is sponsoring an eight-week Intensive Summer Language Program in six African languages which is supported by matching funds provided by the U.S. Office of Education under the National Defense Education Act. The Reverend Joseph L. Varga, C.S.Sp., professor of Swahili at Duquesne University, will assume overall responsibility for language instruction; and the whole Intensive Summer Program will be under the direction of Dr. Geza Grosschmid, director of the African Language and Area Center, Duquesne University.

Courses: Intensive elementary courses are offered in Hausa, Ibo, Lingala, Mende, Swahili, and Yoruba. Intensive intermediate or advanced conversation courses are offered of the same, and enrollment will determine their instruction. Each intensive elementary and intermediate course (12 credits) is five hours a day, including lab, Monday through Friday. The advanced conversation course (4 credits) is one and one half hours a day, Monday through Friday.
The Ford Foundation and Education in Africa
Authors: Kingsley J. Donald
Published: July 2016

Since the first Africa grants were made in 1958 ($ 300,000 distributed amongst Nigeria, Uganda, and what was then Tanganyika), The Ford Foundation has invested more than $ 56 million in African development, including nearly $ 34 million in African education. In recent years, educational support grants have been made in seventeen African countries, although major commitments have been concentrated in a half dozen of these: the Federation of Nigeria, the Republic of the Congo, Uganda, Kenya, Tanzania, and Ethiopia. In each of these, the Foundation has been concerned in an important way with university development and frequently with the educational system as a whole.

Of the total Ford Foundation investment in African education, approximately $ 14 million has gone into West Africa, $ 3 million into Central Africa, and $ 8 million into East Africa. An additional $ 9 million has supported educational projects of a Pan-African or regional nature. In a majority of instances, these grants have been accompanied by technical assistance projects and the provision of advisory personnel.

All of this represents a very considerable private effort, but it is small when measured against needs. Indeed, to face the massive educational problems of the new African states, even from the outside, is a somewhat harrowing experience. For all practical purposes, requirements in terms of both money and manpower are infinite. Nowhere in the world is the gap between aspirations and the means to realize them so great; and where so much has been left undone for so long there is a credible impatience with delay. This situation--and the political pressures to which it gives rise--confronts Ministries of Education with a whole series of Hobsonesque choices. It also raises problems of priorities in a particularly acute form for external assistance agencies, including foundations.
African Literature and American Universities
Authors: Povey John F.
Published: July 2016

Independence broke the formal political connection between the new African states and their former European colonial administration. The change did not terminate the significance of the ex-colonial language within these African countries. The colonial power had, by both design and necessity, woven its language tightly into the educational and administrative structure of the countries. Even after independence the difficulties facing the adoption of some vernacular seemed insurmountable. Choice of any African language would not only have exacerbated already centrifugal tribal tendencies within the complex racial and linguistic divisions of the country but also have spelled virtual isolation from international affairs. It has generally been accepted in Africa that the use of a European language as the national one does not constitute a neocolonial threat but is essential to the national development.

One of the interesting aspects of the decision to retain a European tongue as a second language has been the beginning of new national literatures--African in theme and content yet utilizing the literary resources of the European language of the country, primarily English and French, to some extent Portuguese. In the case of the English language especially, this is not a new thing. Already there is evidence of a worldwide literature of similar nature from India, from the Philippines, and from the Caribbean. The geographic range and the quantity of such writing are far greater than the uninitiated might conceive.
Stanford University
Authors: Duignan Peter
Published: July 2016

The Africa collections at Stanford University are housed largely in the University Library, the library of the Food Research Institute, and the Hoover Institution on War, Revolution, and Peace. Although the major portion of the material is found in the Hoover Institution, the other two libraries constitute important resources. Special collections are located in the Branner Library (Geology), the Cubberley Library (Education), the Lane Medical Library, and the Law Library. The curator of the Hoover Africa Collection assists all university libraries by recommending titles of old and new items so that the various collections develop in all fields.

The University Library buys widely in the African field but accepts primary responsibility for all African material before 18 70 and in the areas of art, ethnography, geography, linguistics, literature, religion, sociology, statistics, and technical documents. The Government Documents Division receives general statistical annuals and bulletins from all African countries and statistical reports of foreign trade from most countries. An effort is made to acquire all census and development-planning material. Most departmental reports are also received. The Documents Division was long an official depository for British government documents and thus contains an outstanding collection of parliamentary debates, blue books, command papers, Foreign Office papers, and annual reports of the Colonial Office from the early nineteenth century. For France the debates of the Assemblée Nationale are held from 18 71 and the Journal Officiel from 1914; for Germany the Reichstag debates are complete from 1867. These together with the depository publications of the United Nations make a substantial collection of material relevant to Africa.
South African Reference Books of 1965
Authors: Musiker Reuben
Published: July 2016

The present review continues the series of annual surveys of South African reference literature and in general follows the pattern of the previous review.

An atlas not confined to South Africa but rather covering the whole of Africa has now been completed in ten parts. Africa: Maps and Statistics (Pretoria, Africa Institute; R9-50; overseas R12-50 including binder) presents a statistical survey of Pan-African territories in map form with an explanatory text. Subjects covered include population, vital and medical aspects, culture and education, and political development.

The reviewer's Guide to South African Reference Books (Cape Town, Balkema; R2-50) was published in an extensively revised fourth edition in 1965. This edition has an innovation in the inclusion of guides to reference material about four territories which are much in the news, namely, South-West Africa and the High Commission Territories of Basutoland, Bechuana-land, and Swaziland. An important bibliography concerning Bechuanaland also appeared in the year under review. This is C. Middleton's Bechuanaland: A Bibliography (Cape Town, University School of Librarianship). It has 155 entries covering administration, development, history, missions, native races, and other topics and complements an earlier bibliography by P. E. Stevens published by the same university in 1949. Further progress was made with the publication of South Africa's union list of serials. Letters J and K of Periodicals in South African Libraries (Pretoria, Council for Scientific and Industrial Research) were published in 1965.
African Studies in Africa and the American Scholar
Authors: Hance William A. , Curtin Philip
Published: July 2016

The African Studies Association was formed in 1958 by thirty-five founding fellows. At that time, African studies in the United States were just beginning to reach hesitantly beyond the half-dozen pioneer university centers in this country. The movement toward African independence was in full swing, but the political future of Africa was still uncertain. A few African universities were already in operation, but the great increase in their numbers was still to come. Even those that did exist were run almost entirely by an expatriate staff and followed European curricula. African participation in African studies was very small indeed. Now, some eight years later, the total membership of the Association is more than 1,200. Universities have sprung up all over Africa, and independence has brought an increasing rate of Africanization both in staff and in curricula. All the older African universities now have some form of African studies center, and the more recent ones were often founded with a built-in emphasis on research and teaching based on their own environment.

These dramatic changes were among those that prompted the President and Board of the Association to seek closer ties with Africanist scholars in Africa. In the summer of 1965, they sent an exploratory mission to Africa to examine possible avenues of cooperation with the Africanists in Africa. The Ford Foundation generously financed the project, and Professor Greenberg appointed two members of the Policies and Plans Committee to undertake it: Professor Hance for Eastern Africa and Professor Curtin for West and West-Central Africa. This report is designed to convey to the membership the findings and recommendations.
II Other Centers
Authors: Brokensha David W.
Published: July 2016

Inquiries to: Department of Anthropology, Brooklyn College of the City University of New York, Brooklyn, N.Y. 11210.

Faculty: Robert W. Ehrlich, anthropology; Nathan Greenspan, political science; Dorothy Hammond, anthropology; Alta Jablow, anthropology; Joseph Jablow, anthropology; Albert McQueen, sociology; Benjamin Rivlin, political science.

Courses: Interdisciplinary courses, at undergraduate and graduate levels.

Although there are no area studies programs, more than twenty of the Institute's science, engineering, humanities, and social science faculty have an interest in Africa, and many of these have done serious African research in recent years.

A limited number of humanities and social science bachelor degrees are awarded. There is no formal graduate work in the social sciences, and there are no fellowships. African library materials are good. A small number of students have gone on to doctoral work in African studies following their strong science background at Caltech.

During 1966/67 an interdisciplinary seminar, “Science and Development,” will be offered by Professors Huttenback (history), Munger (geography), Oliver (economics), and Scudder (anthropology). This seminar will emphasize development problems in Africa by using visiting African experts as well as members of the faculty.

Faculty: Douglas Ashford, business and public administration; William H. Friedland, industrial and labor relations; Milton R. Konvitz, law; Alexander H. Leighton, social psychiatry; Victor W. Turner, anthropology.

Courses: Regular undergraduate and graduate degrees in departments.

Main subjects: Anthropology, economics, political science, psychology, sociology.
III Summer Programs, 1966
Authors: Brokensha David W.
Published: July 2016

The African Studies Center at UCLA will offer a special NDEA summer program in African languages and area studies for undergraduate, graduate, and postgraduate students. Five intensive language courses will be offered during the eight-week summer session from June 20 to August 12, 1966 (the first six of which will be coterminous with the regular six-week summer session). Introductory courses will be offered in Afrikaans, Hausa, and Zulu, and both introductory and intermediate courses will be offered in Swahili. Area courses in anthropology, education, geography, and political science will be offered during the first six-week summer session, and courses in education and history in the second six-week session. The area courses will be open to students enrolled in the eight-week language program. Each language course will include three hours of classroom instruction and one hour of work in the language laboratory each day, five days a week for the eight weeks. Classroom and laboratory hours will be conducted jointly by a linguist and an informant. The language courses are 6-unit courses, and the area courses are 2-unit courses.

A limited number of language fellowships for undergraduates will be available under the NDEA Fellowship Program. Inquiries should be directed to the Student Support Section, Graduate Division, Administration Building, UCLA.

The tuition fee for the eight-week summer session will be $130 and will also cover enrollment in any courses offered in the first six-week session. There will be no out-of-state fee.
Africa-related Papers of Persons and Organizations in the United States
Authors: Rieger Morris
Published: July 2016

The following highly selective list was compiled for presentation at the October 1964 meeting of the African Studies Association's Libraries-Archives Committee in Chicago. It was designed to illustrate preliminary findings of the ASA's National African Guide Project in the area of private (i.e., nongovernmental) papers, and particularly to emphasize their wide variety and distribution. The entries, by individuals and organizations, are grouped under the following broad “activity” categories: Politicians; Diplomats; Naval Officers; Humanitarians; Missionaries; Businessmen and Businesses; Authors, Journalists, and Travelers; and Scholars and Scientists. In several cases there is a further breakdown into subcategories. Within their respective categories or subcategories the entries are arranged alphabetically. An effort has been made throughout this list to complement--rather than duplicate--the coverage of the Collins and Duignan guide, Americans in Africa (Stanford, Calif., Hoover Institution, 1963).
African Studies in Canada
Authors: Wiedner Donald L.
Published: July 2016

African studies in Canada are still relatively in their early stages, but university interest in the African continent is being developed by three types of approach: by the Comnnittee on International Studies of the National Conference of Canadian Universities and Colleges (an organization of university administrations), by the Committee on African Studies in Canada (an association of scholars and students, assisted by the Humanities Research and Social Science Research Councils of Canada), and by the efforts of individual universities across the dominion.

The earliest coordinated effort was that of the Committee on African Studies in Canada, which was formed by some ten scholars from seven universities, meeting informally in Montreal in December 1962. A semiannual Bulletin, appearing simultaneously in French and English, business and academic meetings in June of each year, and affiliation, with assistance, to the research councils, were agreed upon. Dr. Ronald Cohen, then at McGill University, and Dr. Donald C. Savage of Loyola College were elected chairman and secretary-treasurer respectively. In 1963, Dr. Donald L. Wiedner, then of the University of Alberta at Edmonton, succeeded to the chair for two years and, with the help of that university and the councils, edited the Bulletin throughout that time. In 1964, Professeur Bernard Charles (Université de Montréal), M. Louis Bérubé (Collège Sainte-Marie), and Dr. E. Palmer Patterson (University of Waterloo) were added as vice-chairman, secretary, and treasurer respectively.