The document discusses the spread of Islam in sub-Saharan Africa. It begins by providing demographic information about the global Muslim population, noting that approximately 20% live in sub-Saharan Africa. It then discusses the two main branches of Islam - Sunni and Shiite - and provides a brief overview of the early civilizations and influence of Islam in different regions of Africa, including West Africa along trade routes, and East Africa along coastal trading cities. Key empires discussed include Ghana, Mali, and Songhai in West Africa, which benefited from the trans-Saharan gold-salt trade. The document notes that while rulers often converted to Islam, most common people retained their traditional religious beliefs. Islam introduced new cultural and political
1000 words, 2 referencesBegin conducting research now on your .docxvrickens
1000 words, 2 references
Begin conducting research now on your company/client. After brainstorming on your company’s industry and after your preliminary research information-gathering techniques, create a research profile proposal to deliver to your company’s management that includes the following:
State the specific research goal for the proposal.
What is the company’s current business problem?
Who is the company’s competition?
Establish your population sample for researching customer attitudes and behaviors about the company and product.
Identify the steps in the research process.
.
1000 words only due by 5314 at 1200 estthis is a second part to.docxvrickens
1000 words only due by 5/3/14 at 12:00 est
this is a second part to this assignment due at a different time
Part 1
Your fast-food franchise has been cleared for business in all 4 countries (United Arab Emirates, Israel, Mexico, and China). You now have to start construction on your restaurants. The financing is coming from the United Arab Emirates, the materials are coming from Mexico and China, the engineering and technology are coming from Israel , and the labor will be hired locally within these countries by your management team from the United States. You invite all of the players to the headquarters in the United States for a big meeting to explain the project and get to know one another. The people seem to be staying with their own groups and not mingling.
What is the cultural phenomenon at play here (what is it called/ term)?
How do you explain the lack of intercultural communication and interaction?
What do you know about these cultures—specifically their economic, political, educational, and social systems—that could help you in getting them together?
What are some of the contrasting cultural values of these countries?
You are concerned about some of the language barriers as you start the meeting, particularly the fact that the United States is a low-context country, and some of the countries present are high-context countries. Furthermore, you only speak English, and you do not have an interpreter present.
How will this affect the presentation?
What are some of the issues you should be concerned about regarding verbal and nonverbal language for this group?
What strategy would you use to begin to have everyone develop a relationship with each other that will help ease future negotiations, development, and implementation?
.
1000 words with refernceBased on the American constitution,” wh.docxvrickens
1000 words with refernce
Based on the American “constitution,” which internal and external stakeholders, in the policy making process, possess “constitutional legitimacy” for their role in making public policy? Do entities with explicit power have more influence than those entities with implied powers in making public policy? Should they? Why or why not?
1000 words with reference
Accountability and ethical conduct are important concepts in public administration. In Tennessee, recent political stakeholders and some bureaucratic stakeholders have been caught up in various scandals (Operation Tennessee Waltz, Operation Rocky Top etc.). Based on the readings, what could Tennessee do to make political and bureaucratic functionaries more accountable?
.
10.1. In a t test for a single sample, the samples mean.docxvrickens
10.1. In a
t
test for a single sample
,
the sample
'
s mean is
c
o
m
par
ed to the
population
.
10.2. When we use a paired-samples
t
test to compare the pret
es
t and
p
ostt
est
scores for a group of 45 people, the degrees of freedom
(
df
)
ar
e _____.
10.3. If we conduct a
t
test for independent samples
,
and
n1
=
32 and
n2
=
35,
the degrees of freedom
(df)
are
_____.
10.4
.
A researcher wants to study the effect of college education on p
eo
p
le's
earning by comparing the annual salaries of a randomly
-
selecte
d g
ro
up
of 100 college graduates to the annual salaries of 100 randoml
y-selected
group of people whose highest level of education is high
schoo
l.
To
compare the mean annual salaries of the two groups
,
th
e resea
r
cher
should use a
t
test for
______.
10.5. A training coordinator wants to determine the effectiveness
of a program
that makes extensive use of educational technology when t
raining new
employees. She compares the scores of her new emplo
yees who
completed the training on a nationally-normed test to th
e
me
a
n
s
c
ore of
all
those in the country who took the same test.
The a
p
pro
p
riate
statistical test the training coordinator should use for h
er analysis
i
s the
t
test for ______.
10
.
6. As part of the process to develop two parallel forms o
f a q
u
es
t
io
nn
aire
,
the persons creating the questionnaire may admin
i
st
e
r b
o
th
f
or
ms to a
group of students, and then use a
t
test for ______ s
a
mpl
es
t
o com
p
are
the mean scores on the two forms
.
Circle the
correct
answer:
10.7. A difference
o
f 4 points between two
homogeneous group
s
is lik
e
ly to
be
more/less
statistically significant than the
s
ame
d
i
ffe
r
e
n
ce (of 4
points) between two
heterogeneous
groups
,
when all fou
r g
r
o
up
s are
taking completing the same survey and have appro
x
im
a
tel
y t
h
e same
number of subjects.
10.8. A difference of 3 points on a 100-item test taken b
y t
w
o g
rou
ps is likely to be
more/less
statistically significant than a difference of 3 po
i
nt
s on a 30-item test taken by the sa
m
e
t
w
o g
r
oups.
10.9 When
a
t
test for paired samples is u
s
ed to
c
ompare th
e
p
re
t
est an
d
the posttest
means
,
the number of pretest scores i
s
the
same as/different than
the number of
po
s
t-t
e
st scor
e
s.
10.10. W
hen
w
e
w
ant to compar
e w
h
e
th
e
r female
s
' scor
es
on th
e
G
MAT are
di
fferent f
rom males' scores
,
we should use a
t
test for
paired samples/independen
t
samples
.
10
.11 In studi
e
s
w
h
e
re the alte
r
nati
ve (
r
es
ear
c
h
)
h
y
poth
es
i
s
i
s
directiona
l
,
t
h
e critical va
lu
es
for
a
one tailed test/two-tailed test
should b
e us
ed t
o
d
e
t
erm
i
ne the
l
e
vel o
f
signi
fi
cance (i
.
e.
,
the
p
va
lue).
10.12 W
h
e
n
t
h
e
alt
e
rnati
ve
h
y
poth
e
si
s
is: H
A
: u1=u2
,
the c
ri
ti
ca
l
v
alu
es for
one
tailed test/
two-tailed
test
should b
e
u
se.
100 WORDS OR MOREConsider your past experiences either as a studen.docxvrickens
100 WORDS OR MORE
Consider your past experiences either as a student, early child care professional, or teacher. Describe a creative episode similar to the two boys who found a frog in the text (Creativity and the Arts with Young Children, p.309), when the teacher (maybe you) seized the opportunity (the teachable moment) to inspire the children to branch out using their imagination, creativity, and interests. Why do you think this was such a memorable moment?
WHAT WAS OBSERVED?
Two boys were exploring the outdoors and found a small frog. The teacher recognized their high interest and determined that this was an appropriate topic for a study. Their experience in nature provided the interest and stimulus for a long-term project on frogs. The teacher demonstrated her belief that this study could not only include informational learning but also be enriched by the use of the arts. She didn't know a lot about frogs, so she joined the children in looking for information about them. Stories provided the content for the drama about frogs, and the music selection encouraged listening and moving to the “frog music.” A group mural was created through the collaboration of several children, who created visual representations of the frog's environment. Another group of children investigated building a habitat for the frog in their classroom aquarium. All of the children were involved in active learning and used methods that matched their interests. At the conclusion of the study, the children shared their learning by making a giant book about frogs, creating a song about frogs, and demonstrating the development of the frog aquarium that emulated its outdoor environment. Finally, they returned the frog to its home, which led to their understanding that it needed to live in its natural habitat.
.
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1000 words, 2 referencesBegin conducting research now on your .docxvrickens
1000 words, 2 references
Begin conducting research now on your company/client. After brainstorming on your company’s industry and after your preliminary research information-gathering techniques, create a research profile proposal to deliver to your company’s management that includes the following:
State the specific research goal for the proposal.
What is the company’s current business problem?
Who is the company’s competition?
Establish your population sample for researching customer attitudes and behaviors about the company and product.
Identify the steps in the research process.
.
1000 words only due by 5314 at 1200 estthis is a second part to.docxvrickens
1000 words only due by 5/3/14 at 12:00 est
this is a second part to this assignment due at a different time
Part 1
Your fast-food franchise has been cleared for business in all 4 countries (United Arab Emirates, Israel, Mexico, and China). You now have to start construction on your restaurants. The financing is coming from the United Arab Emirates, the materials are coming from Mexico and China, the engineering and technology are coming from Israel , and the labor will be hired locally within these countries by your management team from the United States. You invite all of the players to the headquarters in the United States for a big meeting to explain the project and get to know one another. The people seem to be staying with their own groups and not mingling.
What is the cultural phenomenon at play here (what is it called/ term)?
How do you explain the lack of intercultural communication and interaction?
What do you know about these cultures—specifically their economic, political, educational, and social systems—that could help you in getting them together?
What are some of the contrasting cultural values of these countries?
You are concerned about some of the language barriers as you start the meeting, particularly the fact that the United States is a low-context country, and some of the countries present are high-context countries. Furthermore, you only speak English, and you do not have an interpreter present.
How will this affect the presentation?
What are some of the issues you should be concerned about regarding verbal and nonverbal language for this group?
What strategy would you use to begin to have everyone develop a relationship with each other that will help ease future negotiations, development, and implementation?
.
1000 words with refernceBased on the American constitution,” wh.docxvrickens
1000 words with refernce
Based on the American “constitution,” which internal and external stakeholders, in the policy making process, possess “constitutional legitimacy” for their role in making public policy? Do entities with explicit power have more influence than those entities with implied powers in making public policy? Should they? Why or why not?
1000 words with reference
Accountability and ethical conduct are important concepts in public administration. In Tennessee, recent political stakeholders and some bureaucratic stakeholders have been caught up in various scandals (Operation Tennessee Waltz, Operation Rocky Top etc.). Based on the readings, what could Tennessee do to make political and bureaucratic functionaries more accountable?
.
10.1. In a t test for a single sample, the samples mean.docxvrickens
10.1. In a
t
test for a single sample
,
the sample
'
s mean is
c
o
m
par
ed to the
population
.
10.2. When we use a paired-samples
t
test to compare the pret
es
t and
p
ostt
est
scores for a group of 45 people, the degrees of freedom
(
df
)
ar
e _____.
10.3. If we conduct a
t
test for independent samples
,
and
n1
=
32 and
n2
=
35,
the degrees of freedom
(df)
are
_____.
10.4
.
A researcher wants to study the effect of college education on p
eo
p
le's
earning by comparing the annual salaries of a randomly
-
selecte
d g
ro
up
of 100 college graduates to the annual salaries of 100 randoml
y-selected
group of people whose highest level of education is high
schoo
l.
To
compare the mean annual salaries of the two groups
,
th
e resea
r
cher
should use a
t
test for
______.
10.5. A training coordinator wants to determine the effectiveness
of a program
that makes extensive use of educational technology when t
raining new
employees. She compares the scores of her new emplo
yees who
completed the training on a nationally-normed test to th
e
me
a
n
s
c
ore of
all
those in the country who took the same test.
The a
p
pro
p
riate
statistical test the training coordinator should use for h
er analysis
i
s the
t
test for ______.
10
.
6. As part of the process to develop two parallel forms o
f a q
u
es
t
io
nn
aire
,
the persons creating the questionnaire may admin
i
st
e
r b
o
th
f
or
ms to a
group of students, and then use a
t
test for ______ s
a
mpl
es
t
o com
p
are
the mean scores on the two forms
.
Circle the
correct
answer:
10.7. A difference
o
f 4 points between two
homogeneous group
s
is lik
e
ly to
be
more/less
statistically significant than the
s
ame
d
i
ffe
r
e
n
ce (of 4
points) between two
heterogeneous
groups
,
when all fou
r g
r
o
up
s are
taking completing the same survey and have appro
x
im
a
tel
y t
h
e same
number of subjects.
10.8. A difference of 3 points on a 100-item test taken b
y t
w
o g
rou
ps is likely to be
more/less
statistically significant than a difference of 3 po
i
nt
s on a 30-item test taken by the sa
m
e
t
w
o g
r
oups.
10.9 When
a
t
test for paired samples is u
s
ed to
c
ompare th
e
p
re
t
est an
d
the posttest
means
,
the number of pretest scores i
s
the
same as/different than
the number of
po
s
t-t
e
st scor
e
s.
10.10. W
hen
w
e
w
ant to compar
e w
h
e
th
e
r female
s
' scor
es
on th
e
G
MAT are
di
fferent f
rom males' scores
,
we should use a
t
test for
paired samples/independen
t
samples
.
10
.11 In studi
e
s
w
h
e
re the alte
r
nati
ve (
r
es
ear
c
h
)
h
y
poth
es
i
s
i
s
directiona
l
,
t
h
e critical va
lu
es
for
a
one tailed test/two-tailed test
should b
e us
ed t
o
d
e
t
erm
i
ne the
l
e
vel o
f
signi
fi
cance (i
.
e.
,
the
p
va
lue).
10.12 W
h
e
n
t
h
e
alt
e
rnati
ve
h
y
poth
e
si
s
is: H
A
: u1=u2
,
the c
ri
ti
ca
l
v
alu
es for
one
tailed test/
two-tailed
test
should b
e
u
se.
100 WORDS OR MOREConsider your past experiences either as a studen.docxvrickens
100 WORDS OR MORE
Consider your past experiences either as a student, early child care professional, or teacher. Describe a creative episode similar to the two boys who found a frog in the text (Creativity and the Arts with Young Children, p.309), when the teacher (maybe you) seized the opportunity (the teachable moment) to inspire the children to branch out using their imagination, creativity, and interests. Why do you think this was such a memorable moment?
WHAT WAS OBSERVED?
Two boys were exploring the outdoors and found a small frog. The teacher recognized their high interest and determined that this was an appropriate topic for a study. Their experience in nature provided the interest and stimulus for a long-term project on frogs. The teacher demonstrated her belief that this study could not only include informational learning but also be enriched by the use of the arts. She didn't know a lot about frogs, so she joined the children in looking for information about them. Stories provided the content for the drama about frogs, and the music selection encouraged listening and moving to the “frog music.” A group mural was created through the collaboration of several children, who created visual representations of the frog's environment. Another group of children investigated building a habitat for the frog in their classroom aquarium. All of the children were involved in active learning and used methods that matched their interests. At the conclusion of the study, the children shared their learning by making a giant book about frogs, creating a song about frogs, and demonstrating the development of the frog aquarium that emulated its outdoor environment. Finally, they returned the frog to its home, which led to their understanding that it needed to live in its natural habitat.
.
1000 to 2000 words Research Title VII of the Civil Rights Act of.docxvrickens
1000 to 2000 words
Research Title VII of the Civil Rights Act of 1964 and discuss why it is so significant.
Your paper should discuss the state of race relations in the United States prior to the Civil Rights Act of 1964. It should also discuss the political environment that led to the passing of the Civil Rights Act of 1964. Additionally, please include a response to the following in your analysis:
What is the purpose of this law?
What groups does it protect? What groups does it not protect?
How were the Jim Crow laws tested during this time period?
What is the U.S. Supreme Court case
Plessy v. Ferguson
about? Is the rule established in the Plessy case still the rule today?
.
1000 word essay MlA Format.. What is our personal responsibility tow.docxvrickens
1000 word essay MlA Format.. What is our personal responsibility toward the natural world, toward what we term our natural resources? Use one of these readings and interpet it to the question reflecting your answer. Add perentheses when using quotes.
“May’s Lion” (Le Guin)
“Deer Among Cattle” (Dickey)
“Meditation at Oyster River” (Roethke)
“The Call of the Wild” (Snyder)
“Eco-Defense” (Abbey)
“The Present” (Dillard)
“Time and the Machine” (Huxley)
Mending wall(Frost)
.
100 wordsGoods and services that are not sold in markets.docxvrickens
100 words
Goods and services that are not sold in markets, such as food produced and consumed at home and some household articles, are generally not included in GDP.
How might the absence of these values mislead one when comparing the economic well-being of the United States and India?
What other items are not included in GDP and how might their exclusion impact policy?
.
100 word responseChicago style citingLink to textbook httpbo.docxvrickens
100 word response
Chicago style citing
Link to textbook: http://books.google.com/books?id=zutRiJJMBQYC&printsec=frontcover#v=onepage&q&f=false
Article is attached
The overwhelming similarities between the articles are perception of identity through self-focus or self-identity through culture. Mulvaney tells us “truth is socially constructed through language and other symbol systems” (Mulvaney, 222). And as an example, it was just such self-focus that landed Galileo in jail by asserting that the universe was sun-centered as opposed to earth centered. The people of that time had socially constructed their own truths based on their perceptions of that time, although we now know that both were incorrect. It was from this perception of correctness that power was assumed and asserted by the majority, which in this case led to Galileo’s arrest (Mulvaney 2004).
Jandt touches on an interesting fact regarding existentialism, the idea of the “other” and the idea that both the observer and the observed are changed in the process. He states, “that the observer is not independent of the observed; the observed is in some sense “created” or changed or both by the act of observation” (Jandt, 212). It is from this dynamic that Jandt speaks of that we can see the formation of societal roles, i.e. the roles of those in positions of power and those in a subservient roles.
The interesting culmination of the information from all three articles is that the process is not a stagnant one, but rather one that can, and often times does change. Through introspective analysis, asking ourselves the question “Who am I?” we can embrace our cultural differences and through the acceptance of our individual qualities can take back some of the power that was perhaps lost (Jandt, 210). For example, take the labels “Feminist” and “Gay” along with “queer” and “Chicano,” which were certainly negative when created, have been transformed into positive labels embraced by those within each perspective community (Jandt 2004).
Works Cited
Jandt, Fred E., Dolores V. Tanno. "Decoding Domination, Encoding Self-Determination - Intercultural Comminication Research Process." In Intercultural Communication: A Global Reader, by Fred E. Jandt, 205 - 221. Thousand Oaks, CA: Sage Publications, Inc., 2004.
Mulvaney, Becky Michelle. "Gender Differences in Communication - An Intercultural Experience." In Intercultural Communication - A Global Reader, by Fred E. Jandt, 221 - 229. Thousand Oaks, CA: Sage Publications, Inc., 2004.
.
100 word response to the followingBoth perspectives that we rea.docxvrickens
100 word response to the following:
Both perspectives that we read referenced Hofstede’s work. Merrit and Helmreich focused closely on Hofstede’s principles of individualism and power distance. They studied how American flight crews differed in these areas from Asian flight crews. The American flight crews proved to have much more individualism than the Asian, although power distance perceptions were mixed between pilots and flight attendants, with the flight attendants perceiving more power distance than the pilots (in Jandt, 2004). Aldridge also focused on individualism and power distance, with regards to the American culture. It is Aldridge’s thesis that it is the idea of the “natural rights of man” that underpins American culture (in Jandt, 2004, p.94). The natural rights of man are a value that is espoused by a culture with high individuality and low power distance. If man has natural rights, then he is an independent being, and in order to value all men, we must have a lower perception of the distance between those of high status and those with lower status.
I enjoyed both perspectives. I felt that the aviation study was very strong, as they were careful to make sure that they accounted for cultural differences in their measurements. I agree with the authors that although they confirmed some sociological theories and demonstrated that flight crews tend to follow their cultural norms, the study is likely skewed. In order to understand how different flight crews behave from standard Asian social norms, the surveys would have to be done from an Asian perspective and even then, there is not just one Asian culture, so that should be taken into account. We likely miss many of the subtle differences between Asian flight crews and their home culture, by not having a sensitive test to that culture.
My main complaint about Aldridge’s perspective is a lack of strong comparison to other cultures. I felt that the argument that American culture is strong based on our belief in natural human rights would have been better served by showing more comparison to other cultures that also espouse this value and/or to cultures that clearly do not. The comparison to Nazi culture was a start, but one that gets kind of old after a while, and is not a culture that is as current as I would prefer in a comparison.
Readings:
Texbook: Jandt, Fred E. (editor) Intercultural Communication: A Global Reader. Thousand Oaks, CA: Sage. 2004
“Human Factors on the Flight Deck: The Influence of National Culture,” Merritt and Helmreich, Jandt pages 13-27
“What is the Basis of American Culture,” Aldridge, Jandt pages 84-98
100 word response to the following
The perspectives learned this week relate to the evolution of human beings and their ability to evolve and survive. As it was state in Aldridge’s readings human beings have the capability to communicate and this ability makes them superior, than animals. All human beings came from the same land and eventually with th.
100 word response to the followingThe point that Penetito is tr.docxvrickens
100 word response to the following:
The point that Penetito is trying to make is that it is important for indigenous cultures to survive. He uses the case of the education of the Maori in New Zealand as an example to exhibit the declining influence of the culture because of the influence of the more dominant British culture. Penetito strengthens his argument by referencing problems that come with colonization and the negative on natives, most notably, the educational system. By attacking this one issue and using facts about the culture to enrich the discussion helps to focus his message that cultures being dominated is a bad thing. The Maori educational system has been moulded to fit the mainstream framework rather than a Maori one (Jandt, 2004, p. 173) and this creates many of the problems and contributes to the extinction of culture. He could use other examples of how colonizing countries leads to the destruction of less important areas of indigiounous cultures such as dress, language, or food in order to strengthen his arguments about the educational systems. The lack of attention in the educational field is having lasting effects on Maoris living in New Zealand and any more information he could use to support this would be important to know. Also examples of educational systems in other colonized countries, to compare and contrast them to New Zealand's would also help to influence readers. He references a report done by the Ministry of Maori Development which states that, "disparities between Maori and non-Maori in a variety of economic sectors such as employment and income" (Jandt, 2004, p. 181). The Maori are just an example of one culture that is fighting for survival out of many. The problem is that through colonization, diversity dwindles. Penetito's writing is valid for all endangered languages because all cultures can use it as a template and useful knowledge for preserving their cultures before they are completely gone.
Textbook: Jandt, F. (2004). Intercultural Communication:A Global Reader. Thousand Oaks, CA: Sage Publications Inc.
---------------------------------------------------------------------------------------------------------------------------
100 word response to the following:
I would like to ask a provocative question, or two.
Given that all of the indigenous languages in the USA are on the brink of extinction, should there be federal funding to protect these languages and these cultures?
Along the same lines, what do you think of English-only initiatives? Do these aid or hurt American culture?
http://www.endangeredlanguages.com/
.
100 word response to the folowingMust use Chicago style citing an.docxvrickens
100 word response to the folowing:
Must use Chicago style citing and the textbook: Jandt, Fred E. (editor) Intercultural Communication: A Global Reader. Thousand Oaks, CA: Sage. 2004. Part I Cultural Values
Culture has many different meanings anywhere from historical perspectives to behavioral perspectives to different traditions that have been passed down from generations to generations.
Levi Strauss was interested in structuralism which he defined as “the search for unusual harmonies” (pg 1 Jandt). “There are many more human cultures than human races”, human cultures are counted by the thousands and human races are divided up by units.
The collaboration between cultures is trying to compare the old world with the new world. “No society is intrinsically cumulative. Cumulative history is the way of life of cultures and how they get a long together. All cultural contributions are divided into two groups; isolated acquisitions or features, the features are important but at the same time they are limited. The second group is systemized contributions which is how each society has chosen to express human aspirations. According to Strauss the true contribution of a culture is its difference from others.
Geert Hostede looks at business cultures and states that culture may be divided into four categories symbols, heroes, rituals and values. “Understanding people means understanding their background from which their present and future behavior can be predicted”. There are also four national cultural differences: 1.power distance-the population from equal to extremely unequal 2. Individualism -people have learned to act as individuals rather than in a group 3.masculinity- assertiveness or masculine values prevail over the feminine ones 4.uncertainty avoidance- people in a country prefer structured over unstructured situations.
References:
Jandt, E. Fred. Intercultural Communications. Thousand Oaks; Sage Publications. 2004. Print.
100 word response to the folowing:
Must use Chicago style citing and the textbook: Jandt, Fred E. (editor) Intercultural Communication: A Global Reader. Thousand Oaks, CA: Sage. 2004 Part I Cultural Values
Our culture is something that has been ingrained in us from an early age, and is largely unconscious. Levi-Strauss says that while certain biological traits were selected for us in the beginning of evolution, as soon as culture came into being, those biological traits were influenced by the dynamics of culture (Jandt, p. 6). Essentially, we are not able to separate ourselves from culture, and to do so would be to ruin what is wonderful and unique about each culture. According to Hofstede, all cultures have their processes, and their values. While things like symbols and rituals in a culture vary greatly, he says; “Values represent the deepest level of culture. (Jandt, p. 9)”
Because culture is deeply ingrained in us, all of the variants that Levi-Strauss and Hofstede discussed must be taken in account when dealing wit.
100 word response using textbook Getlein, Mark. Living with Art, 9t.docxvrickens
100 word response using textbook: Getlein, Mark. Living with Art, 9th Ed., New York: McGraw-Hill, 2010. Citing in MLA Format:
Between the Baroque and Rococo era, according to Getlein in Living with Art 2010, Rococo is a development and extension of the baroque style. Rococo is not only a play on the word baroque, but also French for rocks and shells. Rococo is known for its ornate style and several points of contrast. Baroque on the other hand was an art of cathedrals and palaces (Getlein p. 397). The Mirror Room of the Amailienburg in Nymphenburg is a great example of the Rococo style of art with its gentle pastels, overall intimacy, multiple mirrors and its illusion of the sky and with that baroque is large in scale and rococo is lighter. According to Getlein p. 398, Rococo architecture first originated in France but was soon exported, some examples of this type of art are found in Germany. Hall of mirrors on page 392 by Charles Le Brun is an example of baroque art, it is a more intense piece of work that is more vibrant and energetic vice the lighter decoration s used in The Mirror Room.
100 word response using textbook: Getlein, Mark. Living with Art, 9th Ed., New York: McGraw-Hill, 2010. Citing in MLA Format:
The Renaissance covered the period from 1400 to 1600, which brought numerous changes that included new techniques in art, the way art was viewed, and how people viewed themselves. The term renaissance means "rebirth" and it refers to the renewal of interest in Roman and Greek cultures. During the period scholars who called themselves humanists believed in the pursuit of knowledge and striving to reach their full creative and intellectual potential. This new way of thinking had many impacts for art during this period. Artists became interested in observing the natural world and studied new techniques on how to accurately depict it. Various techniques were developed such as the effect of light known as chiaroscuro; noting that distant objects appeared smaller than nearer ones they developed linear perspective; seeing how detail and colored blurred with distance, they developed atmospheric perspective. (Getlein page 361) The nude also reappeared in art, for the body was one of God's most noble creations; an example of this can be seen in figure 16.8 the statue of David, by the artist Michelangelo. (Getlein page 368) The primary difference between the Renaissance and the prior period of time was that artists were no longer viewed craftsmen, they were now recognized as intellectuals. (Getlein page 362)
The Northern Renaissance developed more gradually than in Italy. Northern artists did not live among the ruins of Rome nor did they share the Italians’ sense of a personal link to the creators of the Classical past; thus affecting the focus and characteristics between the two cultures. (Getlein page 374) Renaissance artists in northern Europe focused more on small details of the visible world, such as decoration or the outer appearanc.
100 word response to the following. Must cite properly in MLA.Un.docxvrickens
100 word response to the following. Must cite properly in MLA.
Unlike the Egyptian culture that created statues of themselves as gods and pharaohs. Muslims did not worship false idols or statues so no pictures or statues or gods are present in their mosques. According to Geitlein (2010), “The Qur’an contains a stern warning against the worship of idols, and in time this led to a doctrine forbidding images of animate beings in religious contexts” (p. 410). Instead the Muslims of the Islam culture used geometry and plants to design buildings, like the Egyptian pyramids, Muslims built beautiful mosques with grand designs. Islam became a world religion, like Christians, they needed a place of worship and prayer. They also used fine textiles, sun dried brick, and ceramics to create their designs. An example would be the popular Cordoba mosque of Spain. A lot of mosques use the arch and dome technique like that of the Romans and Byzantine architecture. Arabic script also became popular and appeared inside the mosque temples. Islam used calligraphy as art and to illustrate writing. Egyptians were also big on scripting but theirs was called hieroglyphics, which not only had letters, but pictures were a big part of their writing system as well. The Egyptians didn’t technically worship false idols at all times, at some times they had statues created of themselves but there wasn’t really a religion in Egypt until the one god religion began there. Egypt gave you a visual of the life and world of Egypt, Islam leaves it more up to the imagination with no pictures of what any of the past history looked like.
References
Getlein, Mark. Living With Art. 9th ed. New York: McGraw-Hill, 2010. Print.
100 word response to the following. Must cite properly in MLA:
Realism was a mid to late 19th century movement in which artist should represent the world at it is regardless of artistic and social understandings. Realist were seeking to free art from social regulation and depicting how society shapes the lives of people (Little, page 80).
In his Fur Traders Descending the Missouri, American-born George Caleb Bingham a self taught artist and the first major painter to live and work west of the Mississippi River illustrates the realism of life for a French trapper and his son on the Missouri River hunting from a dugout canoe. The painting is simple to understand, it represents the calmness of a time to me when life was simple.
Abstract Expressionism was a movement that got its start following World War TWO. Developed in New York and often referred to as the New York School or Action Painting it is characterized to depict universal emotions. Additionally this was the first American movement to gain international recognition (Little, page 122).
Jackson Pollock’s perfected Abstract Expressionism through his “drip technique”, a technique in which you apply paint to a canvas on the floor indirectly from a brush. Pollock the youngest of five boys in a family that moved a.
100 original, rubric, word count and required readings must be incl.docxvrickens
100% original, rubric, word count and required readings must be included
This is 3 assignments in one. The final is all the assignments from M1A2- M5A2
The assignments are highlighted in yellow and the rubics are in red and attached for M3A2 and M5A2
Assignment 2: LASA 1—Preliminary Strategy Audit
The end result of this course is developing a strategy audit. In this module, you will outline and draft a preliminary framework for your final product. This provides you with the opportunity to get feedback before a final submission.
In
Module 1
, you reviewed the instructions for the capstone strategy audit assignment and grading rubric due in
Module 5
. By now, you have completed the following steps:
Identified the organization for your report
Interviewed at least one key mid-level or senior-level manager
Created a market position analysis
Conducted an external environmental scan in preparation of your final report and presentation
In this assignment, you will generate a preliminary strategy audit in preparation for your final course project.
Prepare a report that includes the following:
In preparation for your course project, prepare the preliminary strategy audit using the tools and framework you have focused on so far including the following:
Analysis of the company value proposition, market position, and competitive advantage
External environmental scan/five forces analysis
Identify the most important (5–7) strategic issues facing the organization or business unit.
You may modify the strategic issues in your final report based on the additional analysis you will conduct in the next module as well as the feedback you receive on this paper from your instructor.
Keep in mind that it is important to look at the strategic issue(s) from more than just one perspective in the business unit or company—speak to or research the issue from more than one angle to offer a 360-degree approach that does not cause more problems or issues.
Strategic issues arise from a mismatch between internal capabilities and external trends such that important opportunities are not being pursued or significant external threats are not being addressed under the current strategy.
Include a preliminary set of recommended tactics for improving your company’s strategic alignment and operating performance.
You may modify these recommendations in your final report based on the additional analysis you will conduct in the next module as well as the feedback you receive on this paper from your instructor.
Keep in mind that recommendations can include, but are not limited to, tactics in marketing, branding, alliances, mergers and acquisitions, integration, product development, diversification or divestiture, and globalization. If you recommend your company to go global, you must include a supply chain analysis and an analysis of your firm’s global capabilities.
Write your report as though you are a consultant to your company and are addressing the executive officers of this comp.
100 or more wordsFor this Discussion imagine that you are speaki.docxvrickens
100 or more words
For this Discussion imagine that you are speaking to a group of parents or early childcare professionals. Identify the characteristics of the group so that your readers know who is being addressed. Explain to the group why play is so important to children, including:
How and what children learn through play
Give examples of how they can encourage and support play for children
.
10. (TCOs 1 and 10) Apple, Inc. a cash basis S corporation in Or.docxvrickens
10.
(TCOs 1 and 10) Apple, Inc. a cash basis S corporation in Orange, Texas, formerly was a C corporation. Apple has the following assets and liabilities on January 1, 2010, the date the S election is made:
Adjusted Basis
Fair Market Value
Cash
$200,000
$200,000
Accounts receivable
-0-
$105,000
Equipment
$110,000
$100,000
Land
$1,800,000
$2,500,000
Accounts payable
-0-
$110,000
During 2010, Apple collects the accounts receivable and pays the accounts payable. The land is sold for $3 million, and taxable income for the year is $590,000. What is Apple's built-in gains tax?
(Points : 5)
.
10-12 slides with Notes APA Style ReferecesThe prosecutor is getti.docxvrickens
10-12 slides with Notes APA Style Refereces
The prosecutor is getting feedback from local law enforcement officers explaining that they are discouraged from making arrests in cases of domestic violence and child abuse. They claim that they have been either not making arrests in domestic violence situations or arresting both parties when they go out on a call. It seems that abused women often go back to the abusers, and children who get removed from the homes where they have been abused often return after removal. These occurrences have been especially demoralizing to law enforcement.
One of your jobs in working as a victim witness assistant is to help educate law enforcement on the nature and behaviors involved in domestic violence and child abuse. The prosecutor’s office has decided that you should present each of these topics for the next training session:
Topic 1: Domestic violence:
Your goal is to educate law enforcement to use best practices in the investigation of domestic abuse cases. Include the following topics:
How to approach a domestic violence situation when responding to an emergency call
when the parties should be separated
how to interview parties
what information needs to be in the report and why
how best to help a victim
what laws protect victims, including the use of protection orders
why victims return to abusers
length of time it may take to stay away from their abusers
Arrests
the legal standard needed to make an arrest in a domestic violence case
What evidence should be collected at the arrest?
Are dual arrests effective law enforcement?
how to assist domestic violence victims
reluctant victims
help for victims
Topic 2: Child Abuse:
Your goal will be to educate law enforcement about the dynamics of abuse and neglect cases. Include the following topics:
signs of child abuse and categories (physical, sexual, emotional)
difference between abuse and neglect
legal description of neglect
use of guardian
ad litems
the legal standards that must be met in removal from the home
termination of parental rights
requirements of Indian Child Welfare Act (ICWA)
role of court-appointed special advocates (CASA) in child abuse and neglect cases
role of social services in abuse and neglect cases
For more information on creating PowerPoint Presentations, please visit the Microsoft Office Applications Lab.
.
10-12 page paer onDiscuss the advantages and problems with trailer.docxvrickens
10-12 page paer on
Discuss the advantages and problems with trailers for temporary housing, the issues for FEMA, and recommendations for improvements to the housing program. Discuss how Public Assistance was used in New York for Hurricane Sandy recovery, and why this was so different than previous housing policies.
.
10. Assume that you are responsible for decontaminating materials in.docxvrickens
10. Assume that you are responsible for decontaminating materials in a large hospital.
How would you sterilize each of the following? Briefly justify your answers.
a. A mattress used by a patient with bubonic plague
b. Intravenous glucose-saline solutions
c. Used disposable syringe
d. Tissues taken from patients
.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Islam in Sub-Saharan Africa Lecture # 7Islam .docx
1. Islam in Sub-Saharan Africa
Lecture # 7
*
Islam Today: DemographicsThere are an estimated 1.2 billion
Muslims worldwideApproximately 1/5th of the world's
population Growth without missionary effortsWhere Do
Muslims Live?Only 18% of Muslims live in the Arab world 20%
are found in Sub-Saharan Africa 30% in the South Asian region
of Pakistan, India and BangladeshThe world's largest single
Muslim community is in Indonesia The Top 9: 1) Indonesia, 2)
Pakistan, 3) Bangladesh, 4) India, 5) Turkey, 6) Iran, 7) Egypt,
8) Nigeria, and 9) China
Two Main Braches of IslamThere are two main branches of
Islam today
Sunni recognize the male heirs of the first 4 elected (according
to Muhammad's instruction) caliphs (or spiritual heads) after
Muhammad’s death
Shiite recognize the decedents of only the 4th caliphs—Ali (M’s
son-in-law & cousin), the only true descendent of Muhammad
2. In all other ways Sunni and Shiite are very similar
African Civilizations
and the Spread of Islam
What is the geography of Africa?
How might this geography impact Africans?
African Regions
Pre-Islamic AfricaExtremely diverse societies
developedPolitical unity was difficult because of terrainBantu:
primary language spokenOral traditions; very few written
recordsMost communities are preliterate (lacking writing
system)Animistic and polytheistic religionsPower of natural
forces; ritual and worshipDancing, drumming, divination, and
sacrificeWitchcraft; cosmologyAncestors are called
uponEconomies vary by regionN. Africa: Islamic trade routes
and Mediterranean tradeSub-Saharan: agriculture; ironworking;
tribes and herdersAfricans exchanged abundant raw materials
(esp. salt) for manufactured goods
3. Geography of Africa
Africa’s geography was very diverse
& Africans were lived differently based on where
they lived
*
Geography of Africa
The Sahara is the world’s largest desert
& acted as a barrier to separate North Africa from sub-Saharan
Africa
Early Societies of Africa
By 750, North Africans were part of the Islamic Empire,
converted to Islam, & shared Arabic culture
Early societies of North Africa were influenced by
Mediterranean cultures such as the Phoenicians & Romans
Early Societies of Africa
African societies south of the Sahara were isolated & missed
4. out on the cultural diffusion of the Classical Era
Influence of Islam in Africa640-700: Muslims moved west from
Arabia across N. Africa to spread IslamRapid conversions by
Berbers (Saharan nomads)Spreads along pre-existing caravan
routesMaghreb: NW Africa (W of Egypt); Islamized11th-12th
centuries: Almoravids and Almohads (ultra-conservative
Muslim Berbers) grow in powerReformers: launch jihad (war to
spread and protect faith) against “lax” MuslimsAlmohads defeat
Almoravids Almohad Caliphate: 1121-1269These groups are
essential to the spread of Islam throughout Africa.Why is Islam
attractive?Egalitarian; reinforced kings’ authority; equal
footing politically/religiously/economically with Arabs
Almoravids
1040-1147
How did early people in Sub-Saharan Africa live?
Characteristics of Sub-Saharan AfricaWhile the societies of
sub-Saharan Africa were diverse, they shared some similarities:
Most societies lived in farming villages in family-based clans
Few societies had
written languages;
Histories were
shared orally by
storytellers (griots)
5. Made iron tools
Characteristics of AfricaSub-Saharan people
were polytheistic:
Practiced animism,
a religion in which
spirits exist
in nature &
play a role
in daily life
“Stateless” SocietiesMany small African communities are
politically organized in this wayThere are authoritarian and
centralized empires, howeverLack concentration of power and
authorityAuthority and power normally exercised by a ruler and
court is held by a council or families or communityNot a
“fulltime job”Weakness of stateless societiesNo organization to
to resist external pressuresNo undertaking of large building
projectsInternal problems could be resolved by allowing
dissidents to leave and establish new villages
The Bantu Migration
Over the course of 4,000 years, Bantu peoples of central Africa
6. migrated south in search of farmland
These Bantu migrations helped spread new farming &
ironworking techniques
What factors shaped the culture of East Africa?
East AfricaThe societies of East African participated
in the Indian Ocean trade network & were shaped by cultural
diffusion:
The kingdom of
Aksum trade with
Persia, India,
Arabia, & Rome;
Aksum became a
Christian kingdom
Axum Church
Swahili Coast of East AfricaIslamized trading ports along coast
by 13th c.Most merchants converted; financial motivationIbn
Battuta: Islamic scholar/writer who visits these cities; refers to
them as Muslim citiesSwahili language (Bantu + Arabic)
7. emerged in urbanized trading portsSyncretism: merging of
different culturesSwahili civilization = set of commercial city-
states stretching along the East African coastKilwa, Mogadishu,
Mombasa: large city-state and trading centers along coastEach
city-state was politically independent with its own kingSharp
class distinctions in each city-state: big gap between the
merchant elite class and the commoners
East AfricaArab merchants introduced Islam to East African
trade cities
The mix of African & Arab cultures led to a new Swahili
language
Towns had mosques & were ruled by a Muslim sultan
But many people kept their traditional religious beliefs
KILWALocated on East African CoastIndependent City-State -
not part of kingdomMonopolized (controlled) gold trade with
interior
Model drawing of Palace of Kilwa - Palace was destroyed by
the Portuguese in early 16th century
Swahili Culture: Islamic & African culture blendedSwahili
languageBeautiful mosques
Hail Mary in Swahili
What factors shaped the culture of West Africa?
8. West African KingdomsGrasslands Kingdoms = West African
Kingdoms= Sudanic States = Ghana, Mali, SonghaiSahel
Grasslands: transition zone between Sahara Desert and
savannahs to the southPoint of exchange between North and
Sub-Saharan Africa; important region of trade once gold is
found
West AfricaWest Africa was were shaped by the trans-Saharan
trade network:
West Africans had large deposits of gold, but lacked salt
The gold-salt trade connected North & West Africa
West AfricaThe gold-salt trade increased cultural diffusion with
Muslim merchants:
Islam was introduced in West Africa & slowed gained converts
Many Africans blended Islam with animism or never converted
West African KingdomsIslam reinforced ideas of kingship and
power: “royal cult”Joining Islam gives rulers prestige and
associates them with other great Muslim leadersMajority of
population never converted; retain their
polytheism/animismRulers were more concerned about political
benefits of Islam than conversionTrade gold and saltMali,
Ghana and SonghaiCombine Islamic religion/culture with local
practicesEach incorporates the previous kingdom; bigger than
lastEach will exert power over subordinate communities through
taxes, tribute, and military support
9. West AfricaThe gold-salt trade led to wealth & empires
in West Africa
By 800, Ghana became an empire by taxing merchants, building
a large army, & conquering surrounding people
Ghana kings served as religious leaders, judges, & generals
Ghana Empire
400? – 10761st great West African empireTrade salt and
gold10th c: rulers convert to Islam while common people
remain loyal to polytheism11th c.: political heightAlmoravid
armies invaded Ghana in 1076
West AfricaThe kings who ruled Mali after Sundiata converted
to IslamThe most important king was Mansa Musa:
He built a 100,000 man army to keep control over Mali
He divided Mali into provinces ruled by appointed governors
Mali Empire
(1230-1600)Broke away from Ghana in 13th c.Economy:
agriculture and gold tradeTraders spread beyond W AfricaVery
wealthy empireIslamized state in 13th c. when rulers
convertMosques built; public prayersFounder: Sundiata (dies
1260)“Lion Prince”Divides society into clans with different
jobsPeace created through loyalty; crimes severely
punishedCredited with Malinke expansion and creation of
10. unified state with each tribe having a representative at court
Heavily defended empire
Mali Empire
(1230-1600)Jenne and TimbuktuMajor cities of commercial
exchangeScholars, artisans, merchantsMosques, libraries,
universitiesMostly agricultural; polygamy allowed because of
Islamic beliefs and for the ability to have children
workIrrigation along Niger River
Mansa Musa
Mansa Musa was a devout Muslim & went on a hajj to Mecca in
1324
Mansa Musa passed out gold nuggets to the people he met along
the way
Mansa Musa: Malinke RulerSecond ruler of Mali1324: Hajj to
MeccaAligns himself with Islamic rulersBrings back scholars,
architects, artistsIshak al-Sahili: architect who builds great
Mosque of JenneInadvertently devastates economies he enters
as he passes out gold and spends itSymbol of existence of
wealthy, sophisticated empires in AfricaEstimated wealth: $400
billion
11. *
West AfricaWhen he returned
from Mecca, Mansa Musa built mosques throughout Mali,
including Timbuktu
This trade city attracted scholars, doctors, religious leaders
It had a university & became an important center for learning
West AfricaWhen he returned
from Mecca, Mansa Musa built mosques throughout Mali,
including Timbuktu
This trade city attracted scholars, doctors, religious leaders
It had a university & became an important center for learning
West AfricaAfter Mansa Musa,
Mali declined & was replaced by Songhai
Kings gained control of trade cities along the gold-salt routes
Songhai grew into
the largest of the West African empires
Its fall in 1591 ended a 1,000 year era of empires in West
Africa
Songhai Empire
12. (1464-1591)Independent from Mali in 1370sProspered as a
trading state and military power.Founded by Sunni Ali (1464-
1492)Great military leader; extended rule over the entire Niger
River valley.Rulers practice Islam; people maintain
polytheismMuslims are merchants (wealthy); become
eliteSonghai remained dominant until defeated by Moroccans in
1591 for practicing a lax form of Islam
Influence of Islam
in West African KingdomsIslam provided universal faith, sense
of community, and a strong political/legal system. Royal Cult:
rulers reinforced authority through Muslim ideology; spiritual
and political leaderMany who are exposed to Islam do not
convert but remain practitioners of their indigenous
religionMany Sudanic societies were matrilineal. Hesitancy
over conversion to Islam since it restricted women more than
these societies didIslam supports interregional tradeSlavery and
slave trade grew in prominence (7 million traded)Slave trade
has existed since Classical period; Islam helps globalize
itMajority of Africa, even after introduction of Islam, will
remain in isolation and not connected to larger networks
C- Islamic Influence
Islam is not an African religion; it was introduced from the
major source region, Arabia. Islam, however, is part of the
Africa's heritage and its social, cultural, and religious fabric.
Islam has existed in Sub-Saharan Africa since at least A.D. 700-
1300. Today, the religion has a major influence on the cultural,
economic, and political systems of regions, especially in the
Sahel and Savanna belts of West Africa and along the coast of
13. East Africa
(Diffusion of Islam in Africa, Rowntree and Al., 2000)
The first was by contact between Arabian traders and the people
along the coast of East Africa and its surrounding islands
(Zanzibar, Pemba, and the Comoros). This first wave of Islamic
influence began around 700 A.D. These contacts and the
subsequent spread of Islam were confined to the coast;The
second wave of Islamic diffusion began around A.D. 900 and
continued until the nineteenth century, For the most part, of the
diffusion process was enhanced by trade via Trans-Saharan
routes and Jihads, Holy Wars. The third way in which Islam
diffused to Sub-Saharan Africa was by trade between Egypt and
Arabia and within the horn of Africa (the easternmost African
extension of land between the Indian Ocean and the Gulf of
Aden): Islamization and Arabisation.
Islam introduced a new religion and an Arabic language, helped
in the formation of states, influenced the development of
Swahili as a trade language, established the basis for an Arabic
educational system, and influenced food choice and dress
patterns. The relationship between Islam and indigenous
cultures was more of a conversation than a domination:
"Wolofisation" of the religion in Senegal (Amadou Bamba);
“Pularization”of Islam in Fulani community of the Futa Toro
Kingdon (Umar Futiyu). Reaction against Christianity as the
colonial religion led to Islamic conversions:
The use of the African drum in religious practices, the
acknowledge of polygamy, Islam has been less critical of female
circumcision.
14. Global ConnectionsSpread of Islam brought large areas of
Africa into the global community through increasing contact
from 700-1500 CE. Specifically, Sudanic states and East Africa
However, most of Africa evolved in regions free of Islamic
contact (Central + Southern Africa). Organized their lives in
stateless societies. While no universal empires and religions
develop in Africa, Christianity and Islam impact the region
through political, economic, and cultural development.Reality is
there are more written records in regions affected by Islam;
knowledge is not even
African Colonial History
Colonialism and colonies
Colonialism and Colonies, is one country’s domination of
another country or people—usually achieved through
aggressive, often military, actions—and the territory acquired in
this manner
Colonial Motives
Economic Interpretation- raw materials, minerals and
agricultural products
Missionary Influence and abolitionism (Divide Religiously)
Pseudo-Scientific Racism
European Rivalries
15. Cultural Imperialism and Racism
Motives for Colonization
In general, strong countries dominated weaker ones to promote
their own national self-interest, out of economic, religious,
cultural, or other reasons. It has been said that the three primary
motives for establishing colonies were gold, God, and glory, but
the main incentives were usually economic.
Economic Motives
The colonizing country could control important markets for its
exports (such as cotton products) and deny these markets to its
competitors. Colonies were also important as sources of raw
materials (such as raw cotton) and as opportunities for
investment. A country often also increased its wealth by
conquering another civilization and taking its riches or by
exploiting the mineral wealth of another land
Strategic and political motives
Sometimes colonies were important for strategic reasons —for
example, the Cape of Good Hope, on the southern tip of Africa,
guarded European sailors’ southern route to Asia. Also, some
countries occupied colonies in order to protect previous
investments. In Egypt, a nationalist uprising in 1882 threatened
British investments in the Canal of Suez. They occupied Egypt
to control the situation.
Religious and cultural motives
European countries also wanted to spread their religious beliefs
16. and cultures that they believed are superior to natives ones.
Berlin Conference
The Berlin Conference of 1884–85 regulated European
colonization and trade in Africa during the New Imperialism
period, and coincided with Germany's sudden emergence as an
imperial power. Called for by Portugal and organized by Otto
von Bismarck, the first Chancellor of Germany.It caused the
elimination of most existing forms of African autonomy and self
governance.
The ‘General Act’ fixed the following points:
The Free State of the Congo was confirmed as private property
of the Congo Society, property of Léopold II (King of Belgium)
The 14 signatory powers would have free trade throughout the
Congo basin.
The Niger and Congo Rivers were made free for ship traffic.
A Principle of Effectivity was introduced to stop powers
setting up colonies in name only.
The possession of any portion of the African coast gave right to
occupy the inland but must be notified to the other countries.
Africa was divided between the main powers of Europe.
Consequences of Colonialism
The implications of colonial rule on the colonies are
considerable, and there was a large impact on local economics,
culture and political systems. The manner in which
decolonization took place also led to problems. Many
geographers see a colonial past as probably the most important
initial condition for underdevelopment.
17. Deprivation of resources and exploitation of native labour force.
African imports were banned by the metropolitan powers of
Europe, but they flood the colonial market with cheap European
goods to destroy the local industries.
Slavery is probably the worst legacy of colonialism. It is
estimated that between 1601 and 1870, 15,200,000 left Africa
Racism. The natives of the country were made to feel inferior.
Countries of Southern Africa
Angola, Zambia, Malawi, Mozambique, Comoros, Madagascar,
Mauritius, Seychelles, Namibia, Botswana, Zimbabwe, South
Africa, Lesotho, Swaziland
Colonialism
During this time, many European countries expanded their
empires by aggressively establishing colonies in Africa so that
they could exploit and export Africa’s resources.
Raw materials like rubber, timber, diamonds, and gold were
found in Africa.
Europeans also wanted to protect trade routes.
Europeans in Africa
During the 1800s, Europeans moved further into the continent in
search of raw materials and places to build successful colonies.
Great Britain, France, & Germany fought over control of land
that is now Egypt and Sudan.
Belgians took control of the Congo.
18. The natives often fought against the European powers; however,
they often lost because the European weapons were superior.
The Zulu nation fought the British in South Africa and the
Ashanti struggled to hold onto what is now Ghana.
Geographic Reasons
Europeans first became interested in Africa for trade route
purposes.
They were looking for ways to avoid the taxes of the Arab and
Ottoman empires in Southwest Asia.
Sailing around Africa was the obvious choice, but it was a long
voyage and could not be completed without “pit stops” along
the way.
Europeans created ports in southern and eastern Africa so
traders could restock supplies before crossing the Indian Ocean.
Economic Reasons
Economic motivation played a large part in the colonization of
Africa.
The 1800s was a time of great industrialization in Europe
(Industrial Revolution).
Factories required raw materials that could be manufactured
into marketable products.
When Europeans returned to Africa for more resources they
brought back the manufactured goods and sold them to Africans.
19. Africa became a new market for Europe to sell goods.
The Scramble for Africa
Triangular Trade to 1800
Legitimate Trade and Spheres of Influence
Spheres of Influence (the China Model)
The Role of the Trading Companies
German East African Company
French West African Trading Company
British East and British South African Companies
Political Reasons
Politics in Europe also led to the colonization of Africa.
Nationalism, a strong sense of pride in one's nation, resulted in
competition between European nations.
No major nation wanted to be without colonies, which led to
this “Scramble for Africa”.
The competition was particularly fierce between Great Britain,
France, and Germany, the strongest European nations in the
1800s.
Religious Reasons
Christian missionary work gained strength during the 1800s as
20. European countries were becoming more involved in Africa.
Many missionaries were supportive of the colonization of Africa
because they believed that European control would provide a
political environment that would help missionary activity.
The idea of “Christianizing” Africa also made many Europeans
look favorably on the colonization of the continent.
Origins of Colonialism: 1890-1914
West Africa: French vs. British and Assimilation vs. Indirect
Rule
From Company Rule to Indirect Rule
Smaller Powers
East Africa: Settlers and Imperialism
German Authoritarianism,
White Highlands
British East Africa Company
Origins of Colonialism
Central and Southern Africa
Jan van Riebeck and the Cape- 1652
Britain- Cape Colony: 1815
Cecil John Rhodes: British South Africa Company
The Rhodesias and Nyasaland- Company Rule to 1923
From Federation to UDI
Types of Territories
Without European Settlers- Nkrumah and the Mosquito
21. Nigeria, Ghana, Sierra Leone
Without European Settlers- Protectorates
Uganda, Zanzibar, Nyasaland
With European Settlers (No Home rule)
Kenya, Tanzania, Northern Rhodesia
With European Settlers (Home rule)
Rhodesia, South Africa, South West Africa (after 1920)
Portuguese colonialism
Earliest explorers in Africa
Policy of trade, not settlement
Gold as part of mercantilism
Diseases harmful to Europeans
Developed slavery system in late 1400s
Laborers as commodities to be used up
Linking status and humanity with color
FIRST WHITE SETTLEMENT
Portuguese and Dutch explorers rounded the Cape of Good
Hope to find a trade route to the East.
The Dutch East India Company landed the first European
settlers in 1652.
They were known as Boers or Afrikaaners and spoke a Dutch
dialect known as Afrikaans.
22. The British settled in 1795 and took possession in 1815.
The Dutch made the Great Trek inland and established the
republics of the Transvaal and the Orange Free State.
Berlin Conference
By the 1880s, Great Britain, France, Germany, Belgium, Spain,
and Portugal all wanted part of Africa.
To prevent a European war over Africa, leaders from fourteen
European governments and from the United States met in
Berlin, Germany, in 1884.
No Africans attended the meeting.
At the meeting, the European leaders discussed Africa’s land
and how it should be divided.
Berlin Conference
Political Boundaries after Berlin Conference
Artificial Boundaries
European powers organized Africa’s population in ways to make
the most efficient workforce, ignoring the natives’ cultural
groups or existing political leadership at the time of
colonization.
Sometimes they grouped together people who had never been
united under the same government before.
23. Sometimes they divided existing groups of people.
The creation of these borders had a negative impact on Africa’s
political and social structures by either dividing groups that
wanted to be together or combining ethnic groups that were
enemies.
Artificial Boundaries
Europeans placed colonies into administrative districts and
forced the Africans to go along with their demands.
In order to establish their indirect rule, Europeans used local
chiefs as their enforcers in the colonies.
Europeans also tried to assimilate Africans (have African
people give up their own African customs and adopt European
customs).
Protests and revolts were common and starvation and disease
became widespread.
Lasting Effects
Europeans took the best land by force.
African farmers were forced to grow cash crops like cocoa and
coffee, causing there to be a shortage of food in many areas of
Africa.
Africans were forced to work under terrible conditions on
24. plantations, railways, and logging.
In order to gain power, Europeans encouraged Africans to fight
against each other.
New political boundaries caused ethnic groups to clash.
This has led to ethnic and political unrest in Africa today.
There have been over 50 ethnic conflicts in Africa since WWII
as a result of the colonial lines drawn by Europeans.
African Unrest
By the mid-twentieth century, Africans began to openly oppose
European control of their countries.
It was obvious that colonialism was not fair, as it only
benefitted the Europeans.
Africans were tired of being treated like second-class citizens
on their own land.
They soon begin to demand freedom for themselves…
THE BOER WAR (1899 – 1902)
Diamonds and gold were discovered in these inland areas in
1867, bringing an influx of “outlanders”
Cecil Rhodes, PM of Cape Colony, tried to spark a rebellion of
outlanders to take over for the British.
25. When this failed, The Boer War broke out between the British
and the Dutch.
This was the first guerrilla war where the enemy wore no
uniform.
The Boers were defeated in 1910.
South Africa was now a British colony.
In 1910 the Union of South Africa was formed.
Louis Botha, a Boer, became the first PM and established the
African National Congress in 1912 to represent the Africans.
The grand African nations once led by Chaka Zulu had long
since been defeated and their culture forgotten
THE HOMELANDS
Jan Smuts took the nation into World War II on the side of the
Allies.
South Africa was a Charter Member of the United Nations but
refused to sign the Universal Declaration of Human Rights.
Apartheid (racial separation) dominated domestic politics as
the Nationalists gained power. Restrictions were placed on all
Coloreds (meaning any non-white person).
Black voters were removed from voter rolls in 1936.
The Group Areas Acts forced Africans to move from cities to
rural townships where they lived in poverty under repressive
laws.
Africans had lost their homeland and were forced to live in
Homelands
SHANTY-TOWNS
South Africa declared itself a republic in 1961.
The white supremacist National Party ruled for three decades.
Apartheid became an official policy for all.
Shanty-towns grew on the outskirts of major cities to first house
workers for the mines and other industries then as the only
26. refuge for the poor who could not survive on poor land.
This is the state of affairs which is the background to Cry, the
Beloved Country
Islam in North Africa
Introduction
This lecture covers the history of Islam in northern Africa from
the time of the first Muslim invasion in 639 to the Ottoman
Empire in 1600.
INTRODUCTION
Islam arrived in Africa as a unified external invasion, unlike the
piecemeal military and economic incursions of the Greeks and
the Romans.
In other words, all of the people who invaded Egypt around the
year 640 shared at least one motivation- -the spread of the true
religion.
Islam introduced a new concept of universalism.
Note that the first adherents of Islam were desert dwellers on
the edge of two large empires.
It was entirely logical that their first expansion would be into
another desert area (the Sahara) located away from the major
powers.
THE BIRTH OF ISLAM
Medina, located near the Red Sea coast of the Arabian
peninsula, was the first Muslim city. It was a trading center on a
27. caravan route that prospered when war between the Persian and
Byzantine Empires interrupted sea trade between Mediterranean
and India. Travel along this route was controlled by the
Quraysh, an extended family which had both nomadic and
sedentary members.
Mohammed was born in the Hashim clan of the Quraysh about
571. The Hashim were sedentary residents of Mecca, another
town on the overland caravan route. Mohammed married well
and prospered as a merchant until by the early 7th century, he
was a leading citizen of Mecca.
In 611, while resting in a cave, Mohammed heard a voice that
he believed came from an all-powerful diety. The voice offered
instructions on how to purify religion. In the town of Mecca,
there was a religious site called Kabaa, marked by a strange
black rock, but throughout the region, there were many other
religions including Judaism, Byzantine Christianity, and Persian
Zoroastrianism.
THE BIRTH OF ISLAM
Mohammed began to speak about his instructions in Mecca, and
was expelled in 622 by a coalition of forces led by priests of the
Kabaa. Mohammed left Mecca and followed the caravan route to
Medina. At the time, Medina was a fairly wild place compared
to . Its economy was booming thanks to the thriving caravan
trade, and its population included various ethnic groups who
resided in their own neighborhoods. There does not seem to
have been a town government in 622, because while the leaders
of each ethnic group could settle disputes among its own
members, there was no peaceful way to settle disputes between
members of different ethnic groups.
After Mohammed arrived, he showed himself to be a fair judge
28. of disputes and during the next eight years, he became an
influential citizen of Medina. As the residents accepted
Mohammed's rules about justice and his teachings about the
nature of the all-powerful diety, the population of the town
became the first Muslims. In 630, they followed Mohammed's
call to conquer Mecca.
The teachings of Islam: Mohammed did not leave behind a
written version of his teachings. Mohammed spoke to a lot of
people, however, and fortunately, many of his listeners recorded
his words. Over time, their contributions were assembled into a
book of scripture called the Quran. The main reforms introduced
by Islam included the idea of submission to a single universal
diety (monotheism) and a possibility of a direct relationship
between each human and the diety (personal religion).
THE BIRTH OF ISLAM
In practice, Islam created a greatly simplified religion. For
instance, there were no saints, no sacrements, no official clergy
and no religious buildings. Instead, people who learned the most
about Islam taught other people, and religious rituals could take
place almost anywhere. A practicing Muslim was required to do
only five things:
profess faith in Allah as the only god (universalism)
pray to Mecca five times a day
practice charity (payment of the Zakat or 1/50th)
pilgrimmage to Mecca (Hajj)
fasting during the month of Ramadan to commemorate the
conquest of Mecca in 630
If a Muslim followed the rules, s/he could expect to reach
paradise, which was described using metaphors like flowing
rivers, gardens, fountains, fruit, and no work. If not, then hell
29. was divided into boiling water and the abyss of fire, populated
by angels whose job was to torture sinners who were condemned
there.
DEVELOPMENT OF ISLAM AS A POLITICAL FORCE
Only two years after his followers conquered Mecca,
Mohammed died in 632. He left no instructions about who
would take his place, and in the following dispute over the
succession of leadership, Abu Bakr (father-in-law of
Mohammed's second wife) defeated Mohammed's son-in-law
Omar (married to Fatima).
Abu Bakr supported his authority by unleasing jihad against the
Byzantine and Persian empires to the north, and was aided when
peasants in the provinces revolted and joined the Muslim
invasion.
After Abu Bakr died in 634, Omar took over the jihad and it
continued, conquering Damascas in 636, Jerusalem in 638, the
Byzantine fortress of Babylon (Cairo) in 639, Alexandria in
640, and the entire Persian empire by 651. However, challengers
to Omar's rule continued to resist and he was assasinated in 644.
Members of the powerful Umayyid family (the family of Umar)
of Mecca took over in 660 and founded a dynasty that lasted
until 750.
ISLAMIC ADVANCE AFTER 660
After 660, followers of Islam continued to spread the religion
westward along the Mediterranean coast of North Africa, which
exposed them to the Byzantine navy. They reached Tunisia by
670 and constructed their main base inland at Kairawan (south
of Tunis), where it was safe from both water-born Christian
Byzantines and inland Berbers of mountain and desert.
30. By 711, Ummayyid armies campaigned in the Magrib, but
couldn't totally subdue it. Coastal Berbers who resented
centralized Christianity converted readily to Islam, but interior
Berbers resisted Islam as strongly as they resisted Christianity.
Coastal Berbers joined the Muslim invasion and launched the
attack into Spain, followed later by Ummayyid Arab forces after
the success of the invasion was certain.
By 720, Muslim forces controlled everything south of the
Pyrennees mountains (modern border between France and
Spain). In 732, an expedition across the mountains was turned
back from Poitiers after it suffered defeat at the hands of a
Frankish army led by Charles Martel, the grandfather of
Charlemagne.
RESULTS OF THE NORTH AFRICAN CONQUEST
The early 8th century was the time when Muslim strength and
unity were at their greatest.
As a result of their efforts, Muslims cut off Africa from
Mediterranean Europe and cut off (Coptic) Christians in Nubia
and Ethiopia from Christians in Europe. T
he North African coastal territories provided points of departure
for Muslim expansion southward across the Sahara Desert.
However, the Muslim world was stretched out over an enormous
distance, making it difficult to maintain a centralized
government.
THE ABBASSIDS
The strains of constant expansion finally resulted in a revolt
against the Umayyids in 750. The new ruling dynasty, the
Abbassids, were more interested in eastern expansion, so the
spread of Islam in Africa slowed. The new dynasty moved the
31. capital from Damascas (located near the Mediterranean coast) to
Baghdad (located on the Tigris River which drains into the
Persian Gulf and thence to the Indian Ocean).
Under Abbassid rule, Egypt continued to be a rich producer of
food and people. However, as Abbassid rulers turned their
attention towards the east, two things happened: 1) Islam began
to spread by sea to the lower Red Sea Coast and 2) schisms
developed in western Islam that led to political unrest.
An Ummayyid dynasty continued to rule in Spain, creating a
schism in Islam. Although Abbassid governors and military
garrisons controlled cities along the Maghrib coast, they had
little direct control in the interior and the Berber clans of
Morocco were only nominally under Abbassid control. Within
two centuries, local Muslim brotherhoods formed and they
promoted a revival of Islam in the 10th century.
Muslim traders operating along the Red Sea Coast couldn't
reach the Upper Red Sea because the prevailing winds (out of
the north) prevented regular sail navigation, but they
established trading cities from Jiddah (the port city nearest to
Mecca, near the southern end of the Red Sea) as far south as
Mozambique.
FATIMID EGYPT (969-1171)
In a repeat of the pattern that followed the institutionalization
of Ummayyid rule, reform movements developed to challenge
Abbassid rule. After reformers expelled the Abbassid governor
in Yemen in 901, other reformers established a rival caliphate
among the Berbers in Tunisia in 908. Their movement spread
eastward, overthrew the Abbassid governor in Egypt in 969 and
created the Fatimid Muslim state which lasted until the 12th
32. century.
The first Fatimid caliph, Al-Mu'izz, established his capital in
Egypt in 973. He chose a site next to the Abbassid capital of
Fustat, which was located next to the former Byzantine fortress
of Babylon and just downriver from the ancient Egyptian capital
of Memphis near Giza, site of the Great Pyramid. The caliph
called his new capital al- Khaira, or Cairo.
Later Fatimid caliphs established the University of al-Azhar in
Cairo, and by the 11th century, the Cairo- based Fatimids were
more powerful than the Abbassids in Baghdad. The Fatimids
briefly occupied Baghdad in 1056 and captured Jerusalem in
1098, only to lose it the following year to soldiers of the First
Crusade. To protect their western flank, the Fatimids
encouraged nomads from the Arabian peninsula (ethnic bedouin
groups led by the Bani Hillal and Beni Sullaim) to cross the Red
Sea and invade northwest Africa. The bedouins began to arrive
in the mid-11th century and fought devastating campaigns
against sedentary Berber rebels.
THE RISE OF MILITARY CASTES IN ISLAM
While the Fatimids were establishing their dynasty in Cairo, the
nature of the leadership of the Abbassids changed. Gradually,
Seljuk military families descended from converted Turks
became dominant in Baghdad in 950s. The same thing took
place a bit later in Fatimid Egypt--military leaders became
dominant over religious leaders--and by the end of the 12th
century, Egypt was ruled by the Mamluks. In both cases,
military commanders and ordinary people all publicly
recognized the authority of the caliph of Islam, but army
commanders had the power to influence the choice of the new
caliph each time one died. Consequently, in the long run only
candidates who were favorable to military interests could be
chosen as caliph.
33. Who were the Mamluks? Mamluks were the descendants of
Black Sea slaves, imported as children by Fatimid caliphs and
converted to Islam beginning in the 11th century. The caliphs
had them trained to become loyal commanders and officials to
serve in the army and government bureaucracy. In exchange for
their service to the caliph, Mamluks (the word means "owned")
received tax exemptions, land grants and the right to control
"departments" of the government (such as tax collection in a
province).
By the end of the 11th century, their control over the army gave
the Mamluks the right to confirm the succession of caliphs.
Mamluk authority in Egypt declined into rivalries between
Mamluk nobles who only united in order to suppress peasant
resistance. Centralized authority was not restored until 1171,
when the Mamluk vizier Sarah al-Din (known in the west as
"Saladin"), ended the Fatimid dynasty and founded a Mamluk
dynasty by declaring himself ruler of Egypt.
THE MAMLUKS: RULE BY MILITARY NOBLES
Since their legitimacy of caliphs--be they Ummayyid, Abbassid
or Fatimid--derived from their knowledge of the Quran, their
powers included legislative and judicial functions, but no
executive power. In particular, there was no mandate to lead an
army, so the Fatimid caliphs, just like the Abbassid caliphs in
Baghdad, relied on professional military officers called sultans.
Mamluks took control in Egypt after the Mamluk Aybak
executed the last Fatimid caliph, Turanshah, in 1250 (Note: By
a similar process, Seljuk military leaders seized power in
Baghdad in 1055). There followed a succession of
assassinations as each Mamluk leader deposed his predecessor
until Baybar murdered the Mamluk sultan Qutuz (victor over the
Mongols in 1260) and established a dynasty of sultans that
34. lasted until the Ottoman conquest in 1516-17.
The life of Egyptian peasants under the Mamluks changed little.
Taxation was higher, thanks to all the warfare. They worked for
absentee Mamluk landlords who, as officers in the army,
received land in return for their military service. Mamluk
landowners appointed local officials to handle the day-to-day
administration. Mamluks were orthodox Muslims, but they
oppressed religious minorities. As a consequence, it was a bad
time to be a Coptic Christian in Egypt.
POLITICAL UPHEAVAL IN THE 13TH CENTURY
Fatimid Egypt fought the Abbassids in Baghdad from 1000-
1300. Both financed armies and produced claimants to the
caliphate of all Islam (umma).
To the west of Egypt, the bedouins were allies of the Fatimids
in theory, but in fact were beyond the control of all but their
local chiefs.
Christian crusaders threatened Egypt during the Fourth, Fifth
and Seventh Crusades with attempts to capture Cairo and
exchange it for Jerusalem.
Although the Mongol invasion of the 13th century crossed
Asia, killed the last Abbassid caliph in 1258 and overran
Palestine, it did not reach into Africa thanks to a Mamluk
victory at Ain Jalut (Palestine) on September 3, 1260 by a force
led by the Egyptian commander Qutuz, the successor to Aybak
A BRIEF HISTORY OF THE OTTOMAN EMPIRE
The Ottoman dynasty was founded in 1300s by Turkish military
commanders. One of their leaders, Othman, was a Turkish
mercenary in the Abbassid Seljuk army. He converted to Islam
and conquered portions of the Byzantine Empire (1290-1326).
As a military conqueror, he received land holdings in his own
name and that formed the basis of the empire enlarged by his
35. descendants. One of them, Mohammed II, conquered
Constantinople in 1453 and made it his capital.
Unlike previous rulers of the Muslim world, the Ottoman
leaders did not take the title Caliph. Instead, they were content
to appoint puppet caliphs and rule as sultans. Like the Fatimids
and Seljuks, they imported Christian slaves from the Balkans to
serve as officers.
From 1481-1512 the sons of Mohammed II, Bayazid II and Jem,
fought for control over Ottoman lands. Bayazid won and Jem
fled, only to wind up as hostage of a succession of European
powers and then to die while a French captive at Naples in
1495. Bayazid's son Selim I "the Grim" (ruled 1512-1520), the
grandson of Mohammed II, forced his father to abdicate and
then defeated his brothers Corcud and Ahmed to become the
"Sultan of all Islam." Selim also conquered Persian land by
winning the Battle of Chaldrian on August 23, 1514, land in
Kurdistan and eastern Turkey in 1515, and finally, all of
Mamluk Egypt by defeating Sultan Qansaw al-Ghawri at the
Battle of Marj- Dabik (north of Aleppo) on August 24, 1516.
Selim's forces occupied Cairo on January 22, 1517, and from
then until the French invasion of 1798, Egypt was an Ottoman
province.
A BRIEF HISTORY OF THE OTTOMAN EMPIRE
Ottoman rule in Egypt was similar to Roman rule, in that
foreigners held power and peasants were taxed to support
military administration and conquest in other parts of the
empire. It appears that the Egyptian peasants (the fellahin)
reacted to their increased exploitation by reducing their efforts
and that production declined during the Ottoman years.
Although there are no reliable statistics on agricultural output
during this period, it is certain that there were no improvement
36. in farming methods, few public works were constructed, and the
frequency of predatory raids by desert nomads increased.
During the lengthy reign of Selim I's son, Suleyman (known to
Europeans as "the Magnificent," ruled 1520-1566), the Ottoman
Empire completed the conquest of the Arabian coast in 1538 and
the North African coast to Tunisia by 1556. Suleyman
established a system of local military governors in coastal
towns known variously as beys and deys. Suleyman's forces also
invaded Europe several times in the mid-16th century and won
victories at Belgrade in 1521, Rhodes in 1522 (defeating the
Knights of St. John) and the Battle of Mohacs in Hungary on
August 29-30, 1526. The Muslim advance up the Danube River
valley ended at the siege of Vienna in September 1529, but
continued in the form of a naval war with Venice (1539-1540)
and an alliance with France's Francis I (1536) against the
Hapsburgs. Eventually, the Ottoman Empire began to decline
after 1585 thanks to the unification of Russia under Ivan the
Terrible (beginning in 1547) and the growth in the power of
European navies which led to the Ottoman defeat at the Battle
of Lepanto (1571)
WHAT WAS THE IMPACT OF MUSLIM POLITICAL
STRUGGLES ON AFRICA?
The conflict in the center of the Muslim world had
repercussions at the extremities of the Muslim world, which
included not only Africa, but also southeast Asia.
Specifically,
1) factions in the center were reproduced in the extremities,
and
2) waves of refugees moved to the outer regions.
At the center of all the disputes was the question, "Who was
most faithful to the teachings of Mohammed?" In North Africa,
the struggles created rivalries between the inhabitants of
37. Muslim towns who followed different Muslim clerics. Along the
East African coast, a second wave of Muslim immigrants from
the Hijaz (Iran and Pakistan) settled coastal towns south of
Kilwa (in modern Tanzania) as far as Sofala (in modern
Mozambique). Since that region produced gold, the new towns
ultimately became rivals to the older towns located further north
between Kilwa and the mouth of the Red Sea.
HIS 350: The Making of Modern Africa
Quiz # 2
Question # 1 Compare a Middle-Passage slave ship to a
modern day cruise ship.
Question # 2
Question # 3 What was the legacy of colonialism in Africa?