African Studies Program, Howard University, Washington

1963 ◽  
Vol 1 (1) ◽  
pp. 100-101
Author(s):  
Vincent J. Brown
Keyword(s):  
Graduate Students ◽  
General Education ◽  
African Studies ◽  
Modern World ◽  
Present Position ◽  
Training And Education ◽  
African Students ◽  
Howard University ◽  
Objective View ◽  
The University

This Program was established in 1954. It is inter-disciplinary in character, and has the following primary purposes:1. To provide an opportunity for students at Howard University to acquire as a part of their general education an objective view of the present position of Africa in the modern world, and an understanding of its economic, social, and political problems.2. To enable African students attending the University to view objectively and in a larger perspective the problems of their own continent.3. To provide training and education for a small number of graduate students, who will either continue their studies at other centres, or will be prepared to work in Africa.

scholarly journals Formation of professional competence in future teachers of preschool and elementary general education

KANT ◽  
2020 ◽  
Vol 35 (2) ◽  
pp. 234-237
Author(s):  
Anastasia Zagorodnyuk ◽  
Alina Khromova
Keyword(s):  
Teacher Education ◽  
General Education ◽  
Questionnaire Survey ◽  
Professional Competence ◽  
Modern Society ◽  
Modern World ◽  
Future Teachers ◽  
Training Professionals ◽  
Main Components ◽  
The University

The changes taking place in the modern world dictate to society new requirements for the training of specialists in the field of teacher education. Training professionals in their field is not an easy task. In order to ensure the professional competence of the future teacher meets the challenges of modern society, it is necessary to provide training at the stage of study at the university. The article discusses the formation of professional competence of future teachers of preschool and primary general education, describes the theoretical aspects of studying the essence of this problem. On the basis of the study, by means of a questionnaire survey, the main components of the successful formation of future professional competence in future teachers of preschool and primary general education are analyzed.

The Future of Africa's Past: Observations on the Discipline

2007 ◽  
Vol 34 ◽  
pp. 453-460 ◽  
Author(s):  
Heike Schmidt
Keyword(s):  
Graduate Students ◽  
Sense Of Belonging ◽  
African Studies ◽  
Western World ◽  
University Of Michigan ◽  
Area Studies ◽  
Disciplinary Boundaries ◽  
The Future ◽  
Time Periods ◽  
The University

In April 2007 David William Cohen and his graduate students held a symposium on the future of African Studies at the University of Michigan. David Cohen, two graduate students—Isabelle de Rezende and Clapperton Mavhunga—as well as five invited speakers with different disciplinary backgrounds—Pius Adesanmi, Tim Burke, Jennifer Cole, Paul Zeleza, and myself—contributed papers. The purpose of the conference, entitled “2020: Re-Envisioning African Studies,” was twofold. First, it appeared timely to reflect yet again on the state of African Studies in disciplinary-based and area studies departments. Second, David Cohen had the idea of 2020 representing both the utopia of ideal vision and the concrete question of what the field might look like when the graduate students participating might conceive their second book projects. What follows are the thoughts—not a list of solutions—by a historian who has studied in three academic contexts—Germany, Zimbabwe, Britain—who has taught in as many—Britain, Germany, USA—and who has gathered experience both in area and disciplinary-based departments.Finding one's intellectual home in area studies is problematic for a range of reasons, not least for the exoticization and marginalization of non-western world regions in the global flows of ideas. At the same time, African Studies make for a comfortable sense of belonging. This is a community of scholars who provide a productive and engaging, if at times impassioned, conversation with colleagues across disciplinary boundaries, time periods, and the great diversity of African and diasporic societies and regions. The question is: what place does the historical discipline occupy within this field, and what is its future?

scholarly journals Przedsiębiorczość akademicka źródłem innowacji dla regionu kujawsko-pomorskiego

2012 ◽  
Vol 8 ◽  
pp. 287-299
Author(s):  
Maciej Tokarski
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
General Education ◽  
Coming Out ◽  
Scientific Research ◽  
Modern World ◽  
Economic Changes ◽  
Fundamental Factor ◽  
The University ◽  
Research Centres

In modern world the ability to innovate in terms of acquiring and utilizing new knowledge constitutes a fundamental factor for creating progress and economic development. Globalization and dynamic socio-economic changes as well as economic development based on knowledge lead to changes within both general education and higher education towards new forms of cooperation between science and economy. Openness to business ventures as well as building up abilities to release entrepreneurial potential among research workers, students and candidates for doctor’s degree, constitute an attractive way for growth of higher education institutions in many regions and countries. Scientists establishing new companies based on their inventions is a norm in the Western European countries. Thanks to so called spin off companies the profits coming out of inventions are shared between inventors and the university. Enterprises also get engaged in such studies.  Knowledge transfer in the European dimension is currently one of the solutions creating economy based on knowledge. It also constitutes an integration pillar and effective way of internationalisation of scientific research. Therefore a cooperation of academic institutions and enterprises is one of the fundamental conditions for civilization advancement of Poland (its lack or inadequate usage will mean wasting a part of economic potential of the country).   In this paper the author presents issues concerning cooperation between scientific research centres and enterprises, especially in the Kujawsko-Pomorski region, additionally seeking to answer a question why this cooperation is still insufficient?

Theses on Africa Accepted by Howard University Washington, D.C.

1968 ◽  
Vol 11 (03) ◽  
pp. 259-268
Author(s):  
Peter C. Garlick
Keyword(s):  
United States ◽  
Graduate Students ◽  
African Studies ◽  
Stanford University ◽  
Sources Of Information ◽  
Alphabetical Order ◽  
Hoover Institution ◽  
University Library ◽  
Howard University

The following is a list of all known theses on African subjects accepted by Howard University up to and including June 1968. The earliest is dated 1936. The main sources of information were Howard University Library, whose lists are incomplete, and individual departments, most of which have inadequate records. There may, therefore, be omissions and inaccuracies. The arrangement here follows as closely as possible that in United States and Canadian Publications on Africa in 1965, Hoover Institution, Bibliographical Series, XXXIV, Stanford University, 1967. Theses are listed in alphabetical order by country, and, under each country, in alphabetical order of the writers'names. It is hoped that other African Studies Centers will follow the lead of this article and make available lists of theses produced by their graduate students.

I Major Centers

1966 ◽  
Vol 9 (01) ◽  
pp. 38-67
Author(s):  
David W. Brokensha
Keyword(s):  
Political Science ◽  
African Studies ◽  
Graduate Degree ◽  
George Washington ◽  
Area Studies ◽  
American University ◽  
International Service ◽  
Catholic University ◽  
Howard University ◽  
The University

Inquiries to: Dr. Darrell Randall, Chairman, African Area Studies Program, School of International Service, American University, Washington, D.C. 20016. Faculty: Frank Lorimer, demography; Emmet V. Mittlebeeler, political science; Harvey C. Moore, anthropology; Matthew F. Norton, geography; Oliver A. Peterson, economics; Darrell Randall, political science; Absolom L. Vilakazi, anthropology. Courses: Undergraduate courses; graduate degree in African area studies or in one of the following disciplines: anthropology, economics, sociology, history, government and public administration, philosophy and religion, international relations and organization, languages. Main subjects: Political science, anthropology, history, geography, economics. Main features: African studies may be taken at the School of International Service of the American University in cooperation with other departments and schools of the University and with other universities in the Joint Graduate Consortium of Washington, D.C. This means that a graduate student can work for a degree in African studies at the American University and take approved courses in any of the following universities: Howard University, Catholic University, Georgetown University, and George Washington University. Cooperative study with other area programs: Unusual opportunities exist at the School of International Service, American University, for relating African interests to other area studies programs, such as the Middle East, Asia, Latin America, Europe, and Communist areas of the world.

Academia's Golden Age

1992 ◽  
Author(s):  
Richard M. Freeland
Keyword(s):  
World War Ii ◽  
General Education ◽  
Graduate Education ◽  
World War ◽  
Boston College ◽  
Boston University ◽  
Close Study ◽  
University Of Massachusetts ◽  
National Trends ◽  
The University

This book examines the evolution of American universities during the years following World War II. Emphasizing the importance of change at the campus level, the book combines a general consideration of national trends with a close study of eight diverse universities in Massachusetts. The eight are Harvard, M.I.T., Tufts, Brandeis, Boston University, Boston College, Northeastern and the University of Massachusetts. Broad analytic chapters examine major developments like expansion, the rise of graduate education and research, the professionalization of the faculty, and the decline of general education. These chapters also review criticisms of academia that arose in the late 1960s and the fate of various reform proposals during the 1970s. Additional chapters focus on the eight campuses to illustrate the forces that drove different kinds of institutions--research universities, college-centered universities, urban private universities and public universities--in responding to the circumstances of the postwar years.

A University Education

2017 ◽  
Author(s):  
David Willetts
Keyword(s):  
Higher Education ◽  
Modern Society ◽  
University Education ◽  
Modern World ◽  
Controversial Issues ◽  
The Us ◽  
The Individual ◽  
The University ◽  
First Time ◽  
The Relationship

Universities have a crucial role in the modern world. In England, entrance to universities is by nation-wide competition which means English universities have an exceptional influence on schools--a striking theme of the book. This important book first investigates the university as an institution and then tracks the individual on their journey to and through university. In A University Education, David Willetts presents a compelling case for the ongoing importance of the university, both as one of the great institutions of modern society and as a transformational experience for the individual. The book also makes illuminating comparisons with higher education in other countries, especially the US and Germany. Drawing on his experience as UK Minister for Universities and Science from 2010 to 2014, the author offers a powerful account of the value of higher education and the case for more expansion. He covers controversial issues in which he was involved from access for disadvantaged students to the introduction of L9,000 fees. The final section addresses some of the big questions for the future, such as the the relationship between universities and business, especially in promoting innovation.. He argues that the two great contemporary trends of globalisation and technological innovation will both change the university significantly. This is an authoritative account of English universities setting them for the first time in their new legal and regulatory framework.

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