Toward a Populist Nigerian Theatre: the Plays of Femi Osofisan

1987 ◽  
Vol 3 (11) ◽  
pp. 280-288
Author(s):  
Sandra L. Richards
Keyword(s):  
Performing Arts ◽  
Social Issues ◽  
Assistant Professor ◽  
Michigan State University ◽  
Wole Soyinka ◽  
State University ◽  
Cultural Traditions ◽  
Fulbright Scholar ◽  
The Usa ◽  
The University

Though his work is as yet less familiar in Europe and the USA than that of Wole Soyinka. Femi Osofisan, while acknowledging a discipleship to his predecessor, is more concerned with specific social issues than with universalized themes, and is pre-eminent among contemporary Nigerian playwrights in combining a radical perspective with a recognition of the importance of cultural traditions. In this article. Sandra L. Richards explores his work in terms of the way that its social analysis elicits an active response from its audiences, through the reshaping of recognizable forms – ‘whodunits without solutions’ – while accepting the often-limited resources of theatre machinery and personnel on which most of his directors will be able to call. Sandra L. Richards spent two years in Nigeria as a Fulbright Scholar at the University of Benin, and is presently Assistant Professor of Drama and Director of the Committee on Black Performing Arts at Stanford University, California. An earlier version of the present article was presented at the annual African Literature Association conference held at Michigan State University in 1986.

Maki, Fumihiko [槇文彦] (1928--)

2018 ◽  
Author(s):  
Neilton Clarke
Keyword(s):  
New York ◽  
Performing Arts ◽  
Assistant Professor ◽  
Gold Medal ◽  
Associate Professor ◽  
The Usa ◽  
The University ◽  
North And South America ◽  
Washington University ◽  
American Institute Of Architects

Fumihiko Maki was born in Tokyo in 1928. After studying at the University of Tokyo and graduating with a bachelor’s in architecture (BS Arch) in 1952, he undertook further studies in the USA, at the Cranbrook Academy of Art, Michigan, and at the Graduate School of Design (GSD), Harvard University, obtaining a Master of Architecture from each in 1953 and 1954, respectively. Afterwards, Maki worked for Skidmore, Owings & Merrill in New York, and for Sert, Jackson & Associates in Cambridge, Massachusetts. In 1956 he became an assistant professor of architecture at Washington University, St. Louis. Steinberg Hall, the university’s on-campus arts center, was Maki’s first design commission. Maki served as associate professor at Harvard’s GSD from 1962 to 1965, returning to Japan afterwards to establish his own firm, namely Maki and Associates. He held a professorship at the University of Tokyo from 1979 to 1989. Maki’s architectural oeuvre straddles Asia, North and South America, Europe, and the Middle East, encompassing a breadth of projects including art museums and performing arts venues, educational, research, and administrative institutions, conference, media, sports, and community centers, and residential projects, among others. His practice has earned him innumerable awards including the Wolf Prize (1988), the Thomas Jefferson Medal in Architecture (1990), the UIA Gold Medal (1993), the Pritzker Architecture Prize (1993), Japan Arts Association Praemium Imperiale (1999), and the American Institute of Architects (AIA) Gold Medal (2011).

IUPAC Office move

2015 ◽  
Vol 37 (2) ◽  
Keyword(s):  
North Carolina ◽  
State University ◽  
Technology Research ◽  
North Carolina State University ◽  
Research Triangle ◽  
Chapel Hill ◽  
The Usa ◽  
Duke University ◽  
The University ◽  
Small Building

The IUPAC Secretariat office has been located in the Research Triangle Park (RTP) since May 1997, following its relocation from Oxford, England after 29 years. The office was housed in a small building right in the center of RTP, which is one of the most prominent high-technology research and development centers in the USA, centrally located near major universities, including Duke University in Durham, the University of North Carolina at Chapel Hill, and North Carolina State University at Raleigh.

Wole Soyinka's ‘Death and the King's Horseman’, Royal Exchange Theatre, Manchester

1994 ◽  
Vol 10 (37) ◽  
pp. 57-69 ◽  
Author(s):  
Martin Rohmer
Keyword(s):  
Performing Arts ◽  
German Literature ◽  
Point Of View ◽  
Wole Soyinka ◽  
Research Assistant ◽  
Proper Understanding ◽  
Relative Lack ◽  
Mise En Scene ◽  
The University ◽  
First Time

In large part due to the relative lack of productions in Europe, the plays of Wole Soyinka have mostly been approached from a literary point of view rather than analyzed as theatrical events. Because the plays rely heavily on non-verbal conventions, this neglect of visual and acoustic patterns promotes an incomplete understanding of Soyinka's idea of theatre. Here, for the first time, a play by Soyinka is analyzed from the point of view of performance – specifically, the production of Death and the King's Horseman staged at the Royal Exchange Theatre, Manchester, in 1990. Martin Rohmer examines the transformation of playscript into mise-en-scène, focusing in particular on the use of music and dance, but looking also at the production as an intercultural event – asking not only how far a European company has to rely on African performing skills, but how far a European cast and audience is capable of a proper understanding of the play. This article is a revised version of a lecture delivered at the Conference of the Association for the Study of the New Literatures in English, held in Bayreuth in June 1992. Martin Rohmer studied Drama, German Literature, Anthropology, and Philosophy in Munich, and Theatre, Film and TV Studies at the University of Glasgow, before completing his MA in Munich in 1992. Presently he is a Research Assistant at the University of Bayreuth, where he is working on a PhD on the performing arts in Zimbabwe.

Lessons Learned About Outreach and Engagement at the Michigan State University Institute for the Study of Youth Sports

2017 ◽  
Vol 6 (4) ◽  
pp. 303-310 ◽  
Author(s):  
Daniel Gould
Keyword(s):  
Youth Sports ◽  
Community Outreach ◽  
Sports Participation ◽  
Lessons Learned ◽  
Social Effects ◽  
Michigan State University ◽  
State University ◽  
The Face ◽  
The University

The mission of the Institute for the Study of Youth Sports (ISYS) is to provide leadership, scholarship, and outreach that “transforms” the face of youth sports in ways that maximize the beneficial physical, psychological, and social effects of participation for children and youth while minimizing detrimental effects. Since its inception in 1978, ISYS has partnered with numerous organizations to promote healthy youth sports participation. In this article, the general steps ISYS takes to form and facilitate partnerships are addressed. Four long-term partnerships are also described. The services provided to these organizations are described and the advantages and challenges of working with partners, in general, are delineated. How these partnerships are used to facilitate the teaching, outreach-engagement, and scholarship components of the Michigan State University land grant mission are also described. The case of ISYS shows that conducting community outreach and engagement projects greatly enhance the scholarly mission of the university.

Book Reviews

2015 ◽  
Vol 53 (1) ◽  
pp. 118-119
Keyword(s):  
Institutional Economics ◽  
Michigan State University ◽  
State University ◽  
James Madison ◽  
John Maynard Keynes ◽  
Thorstein Veblen ◽  
Classical Economics ◽  
Self Sufficiency ◽  
The University ◽  
Political Economic

Theodore Burczak of Denison University reviews “Documents Related to John Maynard Keynes, Institutionalism at Chicago and Frank H. Knight”, by Ross B. Emmett. The Econlit abstract of this book begins: “Eight papers explore topics related to John Maynard Keynes, institutionalism at the University of Chicago, and Frank H. Knight. Papers discuss the original 1933 “National Self-Sufficiency” lecture by Keynes—its political economic context and purpose (Mark C. Nolan); “National Self-Sufficiency” (Keynes); studying institutional economics at Chicago in the 1930s—the case of Arthur Bloomfield (Pier Francesco Asso and Luca Fiorito); Thorstein Veblen and his analysis of business enterprise (Bloomfield); Knight on institutionalism and economics (Ross B. Emmett); institutional history and the classical economics (Knight); the friendship of Knight and Frederick D. Kershner (Emmett); and the correspondence between Knight and Kershner, 1915-51 (Emmett). Emmett is at James Madison College at Michigan State University.”

scholarly journals Cooperation, Collaboration and Coordination: Education Librarians in Michigan

2017 ◽  
Vol 22 (3) ◽  
pp. 13
Author(s):  
Katherine Corby ◽  
Shellie Jeffries ◽  
Darlene P. Nichols
Keyword(s):  
Michigan State University ◽  
Institutional Changes ◽  
State University ◽  
University Of Michigan ◽  
Education Programs ◽  
Research Libraries ◽  
Wayne State University ◽  
Level Of Activity ◽  
Economic Forces ◽  
The University

Formation of the Michigan Research Libraries Triangle consortium in 1991 served to bring the education librarians of Michigan State University, the University of Michigan and Wayne State University into a working relationship. The education programs at each institution have unique histories shaped by demographic, political and economic forces. The evolution of the programs profoundly influenced the physical and philosophical development of the education libraries at each institution and the education librarians have based their cooperation on the historic roles and unique strengths of each library 's collection. The level of activity and opportunityfor cooperation has fluctuated over the years due to institutional changes. 

scholarly journals Reviewer Acknowledgements

2017 ◽  
Vol 6 (1) ◽  
pp. 169
Author(s):  
Robert Smith
Keyword(s):  
Education And Training ◽  
Economic Research ◽  
Michigan State University ◽  
State University ◽  
American University ◽  
Kwazulu Natal ◽  
National University ◽  
The University ◽  
And Training

Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 6, Number 1Brenda L. Shook, National University, USACagla Atmaca, Pamukkale University, TurkeyCarole Fern Todhunter, The University of Nottingham, UKCharlotte Alverson, University of Oregon, USAChosang Tendhar, Long Island University (LIU), USAEnisa Mede, Bahcesehir University, TurkeyErica D. Shifflet-Chila, Michigan State University, USAGreg Rickwood, Nipissing University, CanadaHyesoo Yoo, Virginia Tech., USAIoannis Syrmpas, University of Thessaly, GreeceJohn Cowan, Edinburgh Napier University, UKLinda J. Rappel, Yorkville University/University of Calgary, CanadaMan-fung Lo, The Hong Kong Polytechnic University, Hong KongMassimiliano Barattucci, Ecampus University, ItalyMaurizio Sajeva, Pellervo Economic Research PTT, FinlandMehmet Inan, Marmara University, TurkeyMichail Kalogiannakis, University of Crete, GreeceMin Gui, Wuhan University, ChinaNerina Fernanda Sarthou, Universidad Nacional del Centro de la Provincia de Buenos Aires, ArgentinaPirkko Siklander, University of Lapland, FinlandRichard H. Martin, Mercer University, USARichard Penny, University of Washington Bothell, USARiyadh Tariq Kadhim Al-Ameedi, Babylon University, IraqRufaidah Kamal Abdulmajeed, Baghdad University, IraqSadia Batool, Preston University Islamabad, PakistanSelloane Pitikoe, University of Kwazulu-Natal, South AfricaSenem Seda Şahenk Erkan, Marmara University, TurkeySeyyedeh Mina Hamedi, Ferdowsi University of Mashhad, IranSisi Chen, American University of Health Sciences, USATilanka Chandrasekera, Oklahoma State University, USAYalçın Dilekli, Aksaray University, TurkeyYerlan Seisenbekov, Kazakh National Pedagogical University, KazakhstanYi Lu, American Institute for Research, USAYuChun Chen, Louisiana Tech University, USARobert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com

scholarly journals Reviewer Acknowledgements

2017 ◽  
Vol 5 (10) ◽  
pp. 238
Author(s):  
Robert Smith
Keyword(s):  
Grand Canyon ◽  
Education And Training ◽  
The Philippines ◽  
Michigan State University ◽  
Florida State University ◽  
State University ◽  
Central Michigan University ◽  
The University ◽  
And Training

Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 5, Number 10Adem İşcan, TurkeyAkif Arslan, TurkeyAli Özkan, TurkeyAnne M. Hornak, Central Michigan University, USABora Bayram, TurkeyErica D. Shifflet-Chila, Michigan State University, USAIoannis Syrmpas, University of Thessaly, GreeceIşık Bayraktar, TurkeyJohn Cowan, Edinburgh Napier University, UKLaima Kyburiene, Kaunas University of Applied Sciences, LithuaniaLisa Marie Portugal, Grand Canyon University, USALorna T. Enerva, Polytechnic University of the Philippines, PhilippinesMehmet Boyacı, İstanbul Medeniyet University, TurkeyMichail Kalogiannakis, University of Crete, GreeceMin Gui, Wuhan University, ChinaMustafa Altunsoy, TurkeyNerina Fernanda Sarthou, Univ. Nacional del Centro de la Provincia de Buenos Aires, ArgentinaNiveen M. Zayed, MENA College of Management, JordanÖzgür Murat Çolakoğlu, Bülent Ecevit University, TurkeyPirkko Siklander, University of Lapland, FinlandRecep Soslu, TurkeyRichard H. Martin, Mercer University, USARichard Penny, University of Washington Bothell, USASamad Mirza Suzani, Islamic Azad University, IranSeher Mandacı Şahin, Niğde Ömer Halisdemir University, TurkeySelloane Pitikoe, University of Kwazulu-Natal, South AfricaSeyfullah Tingir, Florida State University, USAStamatis Papadakis, University of Crete, GreeceThomas K. F. Chiu, The University of Hong Kong, Hong KongTurgay Kabak, TurkeyUfuk Töman, TurkeyYi Lu, American Institute for Research, USARobert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com

scholarly journals Defining teachers’ readiness for online language teaching: toward a unified framework

2019 ◽  
pp. 373-378 ◽  
Author(s):  
Koen Van Gorp ◽  
Luca Giupponi ◽  
Emily Heidrich Uebel ◽  
Ahmet Dursun ◽  
Nicholas Swinehart
Keyword(s):  
Online Teaching ◽  
Language Teaching ◽  
Learning Experience ◽  
The United States ◽  
Michigan State University ◽  
State University ◽  
Unified Framework ◽  
Language Courses ◽  
Key Competencies ◽  
The University

As part of a larger effort to support Less Commonly Taught Languages (LCTL) instruction in the United States, the LCTL Partnership at Michigan State University (MSU) and the LCTL Collaborative Partners initiative at the University of Chicago (UC) are supporting online LCTL courses to be offered to students across multiple institutions. As the initiatives were underway, it became clear that LCTL teachers’ familiarity with online teaching ranged widely. This is not surprising, especially considering that many LCTL teachers have never participated in any kind of online learning experience – let alone taught online. This paper reports on the first phase of a collaborative project that aims to identify and define key competencies for Online Language Teaching (OLT) and conceptualize a set of OLT readiness can-do statements. In a next phase, this framework will be used to build an assessment that gauges teachers’ readiness to teach language courses online and provide these teachers with formative feedback.

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