61. Ghana | Society And Culture | - Warm Africa Directory Research Centre Documenting the indigenous African culture the 19th Century, the asante people developed their the degradation of resources and people in the http://www.warmafrica.com/directory/index.php/Regional/Africa/Ghana/Society_and_

AFRICA E-Village Search: search the entire directory search this category only var sc_project=220728; Top Regional Africa Ghana ... Action Aid-Ghana - One of the UK's largest international aid agencies, which aims to improve the lives of children, families and whole communities in poorer countries. African Security Dialogue and Research - An independent NGO specializing in issues of security and their relationship with democratic consolidation. Site contains aims and contact information. Accra. Akan Architecture Symbols - Dr George Kojo Arthur and Prof. Robert Rowe of Marshall University examine the decorative symbols used in buildings of the Akan people of Ghana. Akuapem Development Foundation - An NGO for social services whose ultimate goal is to care for people. Amicus Aquaculture Community Development Project - Aids in comuunity development by creating income generating ventures and jobs. ARA: Agricultural and Rural Development Association - Non-profit NGO working to rectify the basic environmental and agricultural problems facing rural communities in Ghana. Atidekate - An Organization created by Returned Peace Corps Volunteers (RPCVs) to assist community development in Ghana. Includes links to general country information.

62. Crab eat stone” A Women’s history of Colonial asante. 511) indigenous Categories at the Margins, at the with Vampires Rumor and History in Colonial africa. http://www.people.fas.harvard.edu/~osseo/crab.html

History of Science 98R: Junior Reading Seminar (Harvard Fall 2001) Course Design and Instruction: Abena Dove Osseo-Asare Strategies for exploring Indigenous Intellectual Categories theoretical Course Description. If you wanted to write about the history of midwives in Kenya or of physics in India, where would you begin? theoretical In this course we will explore theoretical strategies for writing about the history of science across cultures. Specifically, we will examine histories of science in contexts outside of North America and Western Europe, namely in sub-Saharan Africa and Southeast Asia. We will first address definitions of the indigenous , the scientific , and the intellectual To examine multiple uses of these terms, we will consider research on Witchcraft in Central Africa during the 1920s, Peasant Intellectuals in Tanzania, and Kenyan AIDS researchers. Secondly, working under the assumption that the Crab does not give birth to the Bird, we will consider possible strategies for integrating non-western theoretical perspectives into historical writings. They will attend one or more colloquia offered through an Area Studies Committee and present their experiences to the class.

63. GORP - Africa Face To Face People will take up the role of doubly true of other indigenous East African you started Jambo ..Hello asante ..Thank you http://gorp.away.com/gorp/location/africa/kenya/afrface.htm

United States Canada Europe Top Adventures ... Contests Search: DisplayAds ("Top,Right,Middle,TopRight,Right1,Right2,Frame1!Top", "468", "60"); Wildlife We Love (and Would Hate to Lose) 15 Spectacular World Parks Your Guide to Walking Well Top 10 Carolina Campsites ... 2004 Gear of the Year from Outside Online Locations US States Around the Globe City Weekends ... Discussion Boards DESTINATIONS Africa Face to Face By Dave Blanton - Voyagers International A growing number of visitors are discovering that in addition to having wildlife and natural beauty, East Africa also wears a very human face. Years as a tourist destination have done relatively little to erode traditional East African hospitality, especially outside of the metropolitan and tourist centers. As a short-term visitor, you will have contacts primarily with those in the tourist industry. But you can meet people and learn about traditional and modern culture, and go beyond the stereotyped tourist role. Here are some ideas that will help. Meeting People East Africa's cities are relatively hurried and impersonal by traditional African standards. Although it's not recommended that you approach someone on the street (or befriend someone who approaches you), there are places where it's easier to meet people. Restaurants, cafis, and bars are likely places, although if you visit the well-known tourist spots, you will probably meet another foreigner. In Nairobi try Nairobi University, the French Cultural Center, or the University Theater. advertisement DisplayAds ("Top,Right,TopRight,Right1,Frame1,Middle!Middle", "250", "250");

64. Boston University the Sky God and win back the beloved folktales of their people. which is a symbol of the country), 2) asante not Ashanti is the indigenous name of http://www.bu.edu/africa/outreach/materials/handouts/ghanares.html

Boston University African Studies Center 270 Bay State Road Boston, Massachusetts 02215 email: africa@bu.edu www.bu.edu/africa GHANA An Annotated List of Books and Other Resources for Teaching About Ghana This list is organized in 6 sections: 1. Travelling Kit 2. Children's books 3. Teacher resources 4. History books 5. Videos 6. Internet resources This list was compiled by Barbara Brown, Ph. D., of the Outreach Program of the African Studies Center at Boston University and Patricia Carrington and Christine Terry of the Agassiz School. in Boston. Additional annotations with an asterisk* in front are from Brenda Randolph, Africa Access, 2204 Question Road, Silver Springs, MD 20910. TRAVELLING KIT Ghana Kit Rental from: CHILDREN'S BOOKS (for elementary grades unless otherwise noted) Aardema, Verna. Anansi Does the Impossible. Atheneum Books for young Readers, 1997. Anansi and his wife outsmart the Sky God and win back the beloved folktales of their people. Ahiagble, Gilbert and Louise Meyer. Master Weaver from Ghana. Open Hand Publishers, 1988.

65. BLST15syllabus and spiritual links between people indigenous to africa and in the Caribbean, Europe, and africa and their and expanded, Molefe Kete asante Temple University http://www.swarthmore.edu/Humanities/blackstudies/blst15syllabus.htm

Black Studies 15: Introduction to Black Studies Swarthmore College, Fall 2003 Professor Willie Hicks Hall Room 303 T-Th 9:55-11:10 a.m. Office: Kohlberg 239 Office Hours: T-Th 4-5:30 Extension: 2044 swillie1@swarthmore.edu This course is an introduction to the interdisciplinary field of Black or Africana Studies in the United States; it is also the introductory course required for completion of a course minor, an honors minor, or a special major in Black Studies at the College. Good citizenship is required. This includes regular attendance and thoughtful participation (worth 1/3 of your grade), an 8-10 page paper (1/3) and a final examination (1/3). While intellectual endeavor is always communal to some extent, you are required to use careful judgment, making sure to cite the phrases, quotations, and ideas of others fully. Because this is a survey course, there is a great deal of reading. Plan accordingly! Purpose and Argument of the Course: Black Studies, as an explicit discipline, came about as a result of the U.S. Civil Rights Movement, when African-American college students protested the lack of information about Black peoples in the curriculum. The field has prioritized a reorientation of focus from black people as objects to blacks as subjects from a multiplicity of disciplinary and ideological perspectives. Required Books (available at the Swarthmore College Bookstore and

66. TakingITGlobal - Inspire, Inform And Involve Home / Opportunities / Events / 6th World indigenous peoples Conference on Education 152004) International Annual AIDS Candlelght Memorial South africa (05-16 http://low.takingitglobal.org/opps/event.html?eventid=354

67. Country Information - 66 0603 PM; Poverty is a violation of peoples rights Rights Languages, English (official); indigenous African languages (including asante Twi, Akuapim http://www.countrywatch.com/@school/cw_country.asp?vcountry=66

68. Akan, Wisconsin - Encyclopedia Article About Akan, Wisconsin. Free Access, No Re used to apply to nonblack africans, such as Arabs from northern africa. American Indians, Amerindians, or Red Indians) are indigenous peoples and descendants http://encyclopedia.thefreedictionary.com/Akan, Wisconsin

Dictionaries: General Computing Medical Legal Encyclopedia Akan, Wisconsin Word: Word Starts with Ends with Definition Akan is a town located in Richland County, Wisconsin Richland County is a county located in the State of Wisconsin. As of 2000, the population is 17,924. Its county seat is Richland Geography Demographics Click the link for more information. . As of the This page is about the year 2000 AD. For information about the UK comic of that name, see 2000 A.D. Centuries: 19th century - 20th century - 21st century Decades: 1950s 1960s 1970s 1980s 1990s - Years: 1995 1996 1997 1998 1999 - News by month: January - February - March - April - May - June - July - August - September - October - November - December Click the link for more information. census, the town had a total population of 444. Geography According to the United States Census Bureau The United States Census Bureau (officially Bureau of the Census ) is a part of the United States Department of Commerce. Its mission is defined in the Constitution of the United States, which directs that the population be enumerated at least once every ten years (through the U.S. Census), and the number of Representatives in Congress determined accordingly. It also is in charge collecting statistics about the nation, its people, and economy. Click the link for more information.

69. Africa Update his programs on Nubia, the Swahili, asante, Benin, and saw africa as an interplay of indigenous culture, Islam africa and abuse the Swahili people and still http://www.ccsu.edu/AFSTUDY/updtWin2k.htm

Vol VII, Issue 1 (Winter 2000): The Mazrui - Gates Debate EDITORIAL BOARD: Gloria Emeagwali Chief Editor emeagwali@ccsu.edu Walton Brown-Foster Copy Editor brownw@ccsu.edu Haines Brown Adviser brownh@hartford-hwp.com REGIONAL EDITORS: Olayemi Akinwumi (Nigeria) Zenebworke Bissrat (Ethiopia) Paulus Gerdes (Mozambique) Mosebjane Malatsi (South Africa) Alfred Zack-Williams (Sierra Leone) TECHNICAL ADVISORS: Tennyson Dar ko Asst. Dir. ITS, CCSU darko@ccsu.edu Peter K. LeMaire Professor, CCSU lemaire@ccsu.edu Bernice A. LeMaire Website Designer lemaire_bea@ccsu.edu For more information concerning AfricaUpdate Contact: Prof. Gloria Emeagwali CCSU History Dept. 1615 Stanley Street New Britian, CT 06050 Tel: 860-832-2815 emeagwali@ccsu.edu Table of Contents: Editorial: The Mazrui - Gates Debate Ali Mazrui: Black Orientalism? Further Reflections on "Wonders of the African World" Henry Louis Gates Jr.: Preliminary Response to Mazrui's Critique Haines Brown : Africa Online Editorial: The Mazrui - Gates Debate During the last months of 1999, the Africanist community in the United States was caught up in an intense and controversial debate involving several outstanding scholars in the field of African and African-American history. The debate attracted multi-disciplinary participation which included film studies, theology, African Studies, and African history. There are common threads holding the various commentaries and rejoinders together. The debate has been as much about methodology, Black enslavement, Black reparations, and Egyptology as it was about Malian intellectual heritage, Axumite building technology and Black Orientalism. This issue of AfricaUpdate features Ali Mazrui s reaction to Skip Gates television series, The Wonders of the African World, and Gates' response to some of Mazrui s initial criticisms.

70. Asante, African American Studies: The Future Of The Discipline(1992) Kariamu Welsh asante has identified seven aspects of Thus, the indigenous people of Australia and New Guinea of the african culture are africa, the Caribbean http://xroads.virginia.edu/~DRBR/asante.html

African American Studies: The Future of the Discipline Molefi Kete Asante The Black Scholar Source: The Black Scholar 22 (Summer 1992): 20-29. To the Ancestors in whose path I walk and the Elders whose son I am I give thanks for being invited to participate in this historic conference. It is my intention to discuss the maintenance and future of African American Studies within the context of contemporary intellectual ideas. I will begin, of course, where I always begin, with a discussion of Afrocentricity as a theoretical instrument for the examination of phenomena. Afrocentricity is a simple idea. The reason that I know it is simple is because I have yet to meet a person on the streets of North Philadelphia who could not understand it. I also know it is simple because I have met a lot of Africans and Europeans in the Academy who deliberately misunderstand it. At its base it is concerned with African people being subjects of historical and social experiences rather than objects in the margins in European experiences. I recall seeing the book by Charles Wesley and Carter Woodson entitled The Negro In Our History and feeling that they were truly speaking from and to a Eurocentric perspective if they felt that such a title captured the essence of our experience. These were two of the most successful African American historians and yet they could not totally disengage their critical thinking from the traditional views held by whites. Viewing phenomena from the perspective of Africans as central rather than peripheral means that you secure a better vantage point on the facts. It also means that you have a better handle on your own theoretical and philosophical bases.

71. Intro. African Studies I themes examined include the peoples, cultures, economies of Africans including the indigenous religions and Molefi Ashante and Kariamu asante, African Culture http://www.mville.edu/academics/departments/african_studies/ogunsuyi/Afs1.htm

Back to Dr. Ogunsuyi Home Page Dr. Austin Ogunsuyi Professor of African Studies Spellman G29C Office Hrs: Tues. 12noon-1pm Ph: 914-323-5390 Email: ogunsuyia@mville.edu Course Description The course is inter-disciplinary. The themes examined include the peoples, cultures, economies, and societies of early Africa; political systems; social and cultural institutions of Africans including the indigenous religions and the new religions of Islam and christianity; African external relationships and encounters including the slave trade; European imperialism and African resistance to colonialism, and the post independence struggles and achievements. The approach will be thematic and within a chronological framework. Format The class meets two times a week in a lecture discussion format which focuses on lecture topics and assigned readings. We have the privilege of having the assistance of africancultures.guide@about providing internet assistance to this course this semester. We shall generate many reading and writing assignments from the websites. Required Reading April A. Gordon and Donald L. Gordon, Understanding Contemporary Africa, Lynne Rienner Publishers 1996.

72. Africa Face To Face - General Travel Information People will take up the role of is doubly true of other indigenous East African Jambo ..Hello asante ..Thank you asante Sana http://hiddentrails.com/africa/africa-east/africa-e-gen.htm

A frica Face to Face A growing number of visitors are discovering that in addition to having wildlife and natural beauty, East Africa also wears a very human face. Y ears as a tourist destination have done relatively little to erode traditional East African hospitality, especially outside of the metropolitan and tourist centers. As a short-term visitor, you will have contacts primarily with those in the tourist industry. But you can meet people and learn about traditional and modern culture, and go beyond the stereotyped tourist role. Here are some ideas that will help. Meeting People E ast Africa's cities are relatively hurried and impersonal by traditional African standards. Although it's not recommended that you approach someone on the street (or befriend someone who approaches you), there are places where it's easier to meet people. Restaurants, cafés, and bars are likely places, although if you visit the well-known tourist spots, you will probably meet another foreigner. In Nairobi try Nairobi University, the French Cultural Center, or the University Theater. Some of the most interesting places to visit are the markets. There are large municipal fruit and vegetable markets. There are also innumerable open-air markets in smaller trading centers that are held on a weekly basis.

73. Ghana Tentative List was astounded to encounter wealthy asante businessmen and solutions, increasingly diverse numbers of people turned to innovative indigenous beliefs with http://whc.unesco.org/reporting/africa/tentative/tl-gha.htm

GHANA TENTATIVE LIST Last revised: 17-janv-00 Cultural Heritage Navrongo Catholic Cathedral (#) Nzulezu Stilt Settlement Tenzug - Tallensi settlements Trade Pilgrimage Routes of North-Western Ghana Natural Heritage Kakum National Park (Assin Attandanso Reserve) (#) Mole National Park Mixed, Cultural and Natural Heritage BRIEF DESCRIPTIONS Kakum National Park (Assin Attandanso Reserve) (#) Lat. 5°20' - 5°40' N ; Long. 1°51', 1°30' W CREATING KAKUM At one time the coastal zone of West Africa was covered by 600,000 krn2 of continuous rainforest, but due to growing human populations, farming, and logging the forest have shrunk by 72%, to a series of isolated "islands" of forests. Kakum, named after the Kakum River whose headwaters lie within the park's boundaries, was originally set aside as a forest reserve in 1925. The Kakum River and its tributaries supply fresh water to Cape Coast and 133 other towns and villages. In 1992 Kakum Forest Reserve was reclassified as a National Park. and the adjacent Assin Attandanso as a Resource Reserve. The protected area covers 360 km2. Kakum is the first national park in Ghana created by local initiative as opposed to that created by the State Agency responsible for Wildlife. Fifty-two villages and an agricultural landscape consisting primarily of food crops and cocoa surround the park. THE FOREST The forest in Kakum ranges from true rain forest - Moist Evergreen Forest - to seasonally dry Semi-deciduous Forest. It contains hundreds of species of herbaceous and woody plants. The forest is home to many endangered and rare mammals such as the Diana Monkey, Bongo, Yellow-backed Duiker and elephant

74. The Arts OF Africa, Oceania, And The Native Americas (Cortez, 1999) Gaze and Outsider Constructions of indigenous Identities WEEK 9 Nov.15 (M) asante (Film A and outsider explanations (insider = the reasons people give for http://library.kcc.hawaii.edu/external/psiweb/general/Arts_Afr_Oce.html

About Contents Search Comments ... Internet Resources THE ARTS OF AFRICA, OCEANIA, AND THE AND THE NATIVE AMERICAS Art History 060 Dr. Constance Cortez Santa Clara University Department of Art Santa Clara, California Email: ccortez@scu.edu COURSE OBJECTIVES: This is not a survey course. It will not cover all the arts of all the peoples of Africa, Oceania, and the Native Americas. Rather, certain aspects of selected cultural traditions will he examined in order to establish a foundation for advanced upper division study of visual culture in these three areas of the world. In addition to learning about a number of specific cultural groups at particular historical moments, our goal is to understand more fully how art historical and anthropological methodologies, theories, and practices structure our encounters with the cultural materials of Africans, Pacific Islanders, and Native Americans. Art as Technology: The Arts of Africa, Oceania, Native America, SouthernCalifornia (edited by Zena Pearlstone, Beverly Hills: Hillcrest Press, 1989) is available at the student bookstore. All other assigned readings are on reserve at the library. Additionally, there are a number of articles and books that have been placed on reserve in the library for supplementary reading. EVALUATIONS: Student performance will he evaluated on the following Class Participation Paper Topic (date) Exam 1 (date) Exam2(date) Research Paper (date) Exam 3 (date) CLASS PARTICIPATION: You are expected to attend all class sessions and to turn in assignments on the assigned date. 2 points will be deducted for each day after more than 2 absences. This grade is also based on "active listening," that is, listening to what others have to say and offering your own comments and opinions during classroom and group discussions.

75. World Report 354, October 2000 -- Africa is currently done in South africa – as well as ACCRA, Ghana — The indigenous people of Ghana’s Greater the Dagbani, Akuapem, Éwé and asante audio tapes http://www.biblesociety.org/wr_354/354_afr.htm

AFRICA Poor Soul Finally Rich Lesotho Agricultural Show Proves a Winner for Bible Society Lesotho Ga Audio Scripture Program Launched Ghana Work Begins on New Nairobi Bible House Kenya Malawi Greets Sena New Testament Scriptures Despatched to Mozambique ... Madagascar Poor Soul Finally Rich There were already many demands on the small amount of money she had earned from selling home-made bread from a street stall. Her son needed medical treatment for a broken hand, the whole family needed food, and there were debts to pay. Her husband had turned away from his family, leaving her to cope alone. Representatives of the Bible Society of Lesotho The Bible Society decided to give Mrs Nthabiseng the new translation of the Sesotho Bible that was clearly so important to her. As she received the Bible, her son opened it and read a few verses, then closed his eyes and bowed his head. He is doing very well at school, but no-one knows if his mother will be able to finance his studies with her few resources. Agricultural Show Proves a Winner for Bible Society Bible Society of Lesotho Ga Audio Scripture Program Launched Cassettes of the dramatised New Testament in Ga were launched at a service in Accra in June. There are about two million speakers in the region.

76. Course Template approached in a fashion consonant with indigenous cultures. Crop Production and Culture Change among the Matrilineal asante? 30 to 230 pm peoples AND CULTURES http://www.georgetown.edu/departments/sociology/syllabi/MikellPeopleCultF03.html

Georgetown University Home A-Z Index Contents ... Search ANTH 232-01 Fall 2003 Dr. Gwendolyn Mikell Office: 305 J-ICC Office Hours: 1:15-2:45 TR Phone: (202)687-4306 Email: mikellg@georgetown.edu Course Overview Requirements Required Books ... Course Outline C OURSE OVERVIEW We begin by looking at the base lines for African cultural evolution in the early coastal areas of South Africa, the Nile Valley and the Horn. Then, we examine the way that Islam became integrated into the Horn, West, East, Central, and Southern African societies, and the altered meaning of gender as these societies interacted with global realities and pressures. In the first half of the course, students are introduced to ethnographic texts and anthropological articles that frame issues in African culture above and below the Sahara. In the second half, we examine problems that being confronted and resolved as Africans respond to modern challenges, so we look at African responses to warfare, genocide, conflicting land claims, and apartheid. Questions are posed in several sections of the syllabus that are then explored using the ethnographies and articles that follow. The readings are designed to survey a range of cultural complexity in community, family, gender, health, political, legal, religious, and aesthetic institutions within Africa. Our examples cut across the six geographical regions of Africa North, the Horn, West, East, Central, and Southern. The issues covered include changing economic strategies of adaptation, the functions of philosophical and religious beliefs, gender hierarchies and identities, family structure and values, conceptualization of health and disease, political legitimacy and authority, and conflict versus accommodation.

77. Raymond Aaron SILVERMAN and Masquerades Islam and Art in West africa. Metropolitan Museum of Gold of the asante The Power Law and Culture The Rights of indigenous People to Their http://www.olats.org/africa/participants/silverman.shtml

PROJETS SINGULIERS AFRIQUE VIRTUELLE PARTICIPANTS RAYMOND AARON SILVERMAN Raymond Aaron SILVERMAN Education Ph.D. Art History. University of Washington. December 1983. Major: Sub-Saharan Africa. Minors: Pre-Columbian Mesoamerica, Japan, 20th-century Mexico, Japan. Dissertation: "History, Art and Assimilation: The Impact of Islam on Akan Material Culture." M.A. Art History. University of Washington. June 1977. Major: Sub-Saharan Africa. Thesis: "The Northern Factor in Asante Art." B.A. (summa cum laude) Art History. University of California, Los Angeles. June 1975. Areas of general interest Arts of sub-Saharan Africa, African Diaspora, Native North America, Oceania, Islam, pre-Columbian Mesoamerica, 20th century Mexico; aesthetic dimensions of culture evolution; art and religion. Primary research interest Interaction between sub-Saharan West Africa and the cultures of the Islamic Middle East and the West; Ethiopian aesthetic tradition. Employment history Interim Chair, Department of Art. Michigan State University. Summer 1999 to present. Coordinator, Museum Studies Program. Michigan State University. Summer 1999 to present.

78. Democratic Republic Of The Congo / DRC (Kinshasa) An annotated guide to internet resources on the Democratic Republic of the Congo. aequatoria.be/archives_project/ africa Focus. Articles on Congo Essay covering asante, the Benin Kingdom, the http://www-sul.stanford.edu/depts/ssrg/africa/zaire.html

Countries Democratic Republic of the Congo Search: Countries Topics Africa Guide Suggest a Site ... Africa Home See also: DRC News ABC Nightline - Heart of Darkness Site for the five-part TV series hosted by Ted Koppel. Program transcripts, a journal by the producer of life in the Eastern Congo, people profiles, relief efforts, the link between coltan, cell phones and the DRC. http://abcnews.go.com/sections/nightline/ Academie Royale des Sciences d'Outre-mer (Bruxelles, Belgium) In French, English, Dutch. "The Royal Academy of Overseas Sciences was founded in 1928 with the aim of promoting scientific knowledge in overseas regions" [esp. Congo-Kinshasa]. "The Academy is divided into three Sections: the Section of Moral and Political Sciences, the Section of Natural and Medical Sciences and the Section of Technical Sciences." Publishes Biographie belge d'Outre-Mer (first pub. in 1941, formerly la Biographie Coloniale Belge . Publishes three series of . http://users.skynet.be/kaowarsom/ Aequatoria Archives Research Project Based at the Research Center of the International Pragmatics Association, University of Antwerp, and works with the

79. African States upon the varieties of yams and cocoyams indigenous to West asante was the largest and most powerful of a the forest region of southern Ghana by people known as http://www.uiowa.edu/~africart/toc/history/giblinstate.html

Introduction: Diffusion and other Problems in the History of African States Professor James Giblin, Department of History, The University of Iowa A discussion of the following African States: Asante Benin Kingdom Luba and Kuba The Yoruba and the States of Ife and Oyo Introduction Historians and archaeologists have learned a great deal about the developments which preceded the emergence of states in Africa. They can now say with confidence that in most cases, Africans developed states in response to local conditions and opportunities. Rarely does the diffusion of ideas from distant sources seem to have been important in bringing about the formation of a state. Today historians do not think that the history of African states is a story of the spread of influences from Egypt, Europe or Asia into the rest of Africa. Instead, the story they see involves African people living in a great variety of locations who use their political skills and wisdom to create for themselves centralized systems of government. Besides learning about the local origins of African states, historians have found that states were most likely to arise in regions endowed with fertile soils, abundant rains, lakes or rivers rich in fish, and mineral deposits, and in societies which enjoyed plentiful opportunities to trade. In fact, the four societies discussed below possessed famous traditions of art precisely because they had productive economies and vibrant commercial systems which allowed artists and craft workers freedom from scarcity, and provided access to metals, woods, clays and other media. Finally, historians have also learned that African states created sophisticated institutions of government, although, as has been true in all human societies, greed and love of power have often caused political instability and social crisis. The following sections, therefore, concentrate on the local conditions which led to the creation of states and the creation and destruction of political institutions.

80. CFIKS.ORG - Centre For Indigenous Knowledge Systems :: CEFIKS: The Potsherd Clai But just outside Bonwire, the people of Maape have have introduced innovations into an indigenous weaving tradition. asante, a latter day Akan state, certainly http://www.cfiks.org/

@import url("themes/Imagic2/style/style.css"); QBPATH='/javascript'; VISUAL=0; SECURE=1; Welcome to CFIKS.ORG - Centre For Indigenous Knowledge Systems ! Jun 07, 2004 - 02:33 AM Main Menu Home Mission Statement Donations Advertising Info ... Art Gallery Sub Menu Subjects Forum Downloads FAQ ... Web Links Purchase Book Who's Online We have 1 guest and members online Welcome Guest, become a member today. User's Login Username Password Log in Problems? New User? Sign Up! Languages Select interface language: English Welcome to Center For Indigenous Knowledge Systems... CEFIKS The Center for Indigenous Knowledge Systems (CEFIKS) is an independent not-for-profit, non-governmental organization based in Accra, Ghana. CEFIKS has an affiliate branch in the United States. CEFIKS is committed to the inclusion of indigenous knowledge systems in Africa, specifically Ghana, in the mushrooming information technology movement. CEFIKS is also committed to the empowerment of disadvantaged groups in rural and urban areas in gaining access to and also in utilizing both indigenous and emerging information communications technologies. CEFIKS is committed to the utilization of indigenous knowledge systems and other forms of information for capacity building as a way of accelerating socio-economic development in rural and urban areas of Ghana and throughout the West African region.

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