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Medieval Empires of the Western and Central Sudan

Assignments:

1. Name 1 thing that you learned about the Medieval Empires of the Western and Central Sudan . Ask a follow up question about it. In other words, what more do you want to know about what you learned?

2. Name 1 thing that you learned about Dogon, Hausa, Fulani OR Senufo people.

Requirements:

· Use at least two different readings to complete this assignment. 

· Include the name of the article in your response 

· You can write in full sentences or bullet points.

Medieval West Africa

When the Portuguese first explored the West African coastline in 1460 (Links to an external site.) , the cultures of African societies were highly evolved and had been so for centuries. In the millennium preceding Portuguese exploration, three large centers of medieval African civilization developed sequentially along the west coast of sub-Saharan Africa. (See Figure 1-3)

The first polity that is known to have gained prominence was Ancient Ghana, also known as Wagadou. Between 500 AD–1250 AD, Ancient Ghana flourished in the southern Sahel (Links to an external site.)  north of the middle Niger and middle Senegal Rivers. Ancient Ghana had a civil service, strong monarchy based on a matrilineal system of inheritance, a cabinet, an army, an effective justice system and a regular source of income from trade as well as tribute from vassal kings (Boahen 1966:4–9).

As Ghana declined over the next 200 years, the ancient Mali Empire arose in the same area but descended territorially further along the Niger River. Mali encompassed a huge area stretching from the Lower Senegal and Upper Niger rivers eastward to the Niger bend and northward to the Sahel.

Its great size made Mali an even more diverse state than Ghana. The majority of the people lived in small villages and cultivated rice or sorghums and millets, while some communities specialized in herding and fishing. Trade flourished in the towns, which housed a wide array of craftspeople, along with a growing number of Islamic teachers and holy men. The main commercial centers were its capitals Niani, Timbuktu, and Gao.

Mansa Musa is the most remembered of the kings of Mali. During Musa’s reign 1307–1337, Mali’s boundaries were extended to their farthest limits. There were fourteen provinces ruled by governors or emirs who were usually famous generals. Berber provinces were governed by their own sheiks . They all paid tribute to Musa in gold, horses and clothes. Musa instituted national honors for his provincial administrators to encourage devoted service. He ruled impartially with a great sense of justice. To help in this work he had judges, scribes and civil servants. Musa established diplomatic relationships with other African states, especially Morocco, with whom he exchanged ambassadors.

Mansa Musa is probably best known as the ruler who firmly established the Islamic religion in Mali along with peace, order, trade and commerce. Mansa Musa started the practice of sending students to Morocco for studies and he laid the foundation for what later became the city of Timbuktu, the commercial and educational center of the western Sudan (Boahen 1966:17–22).

Present day Mande people trace their ancestry back to the great 13th century. Learn more about what archeology has uncovered in Jeno-Jenne about the past of the Mande people  (Links to an external site.), Africans who helped settle America during their enslavement in the 17th and 18th centuries (Hall 1992:45).

Around 1375, Gao, a small tributary state of Mali, broke away under the leadership of Sunni Ali and thus began the rise of the Songhai Empire. Over the next 28 years, Sunni Ali converted the small kingdom of Gao into the huge empire of Songhai. Songhai encompassed the geographic area of ancient Ghana and Mali combined and extended into the region of the Hausa states of ancient and contemporary northwest Nigeria.

Mandinka, Wolof, Bamana, (also called Bambara) peoples, and others lived in the western reaches of the Songhai in the Senegambia area. Hausa and Fulani (also known as Fula and Fulbe) and people lived in the region that is now northwest Nigeria. All of these cultures still exist.

Islamic scholars and African oral traditions document that all of these states had centralized governments, long distance trade routes, and educational systems. Between the 13th and 17th centuries Mande and Mande-related warriors established the dominance of Mande culture in the Senegambia geographical region. Throughout the West African savanna where people migrated in advance of the Mande warriors, people spoke mutually intelligible Mandekan languages, and had a strong oral history tradition. In the 18th century people of the Mande culture were highly represented among those enslaved in the French Louisiana colony in North America (Hall 1992).

By the time Portugal and Spain embarked on exploration and conquest of the Western Hemisphere in the late 15th century, Mohammed Askia I ruled over Songhai. Askia completed Mansa Musa’s project to create a great center of learning, culminating with the establishment of the Sankore University in Timbuktu. Sankore teachers and students were from all over sub-Saharan Africa and from the Arabic nations to the east. Leo Africanus, an eyewitness described Sankore University thus:

“[H]ere are great stores of doctors, judges, priests and other learned men that are bountifully maintained at the King’s (Muhammad Askia) costs and charges ([1600] 1896).”

Leo Africanus was born, El Hasan ben Muhammed el-Wazzan-ez-Zayyati in the city of Granada in 1485, but was expelled along with his parents and thousands of other Muslims by Ferdinand and Isabella in 1492. Settling in Morocco, he studied in Fez and as a teenager accompanied his uncle on diplomatic missions throughout North Africa. During these travels, he visited Timbuktu.

As a young man he was captured by pirates and presented as an exceptionally learned slave to the great Renaissance pope, Leo X. Leo who freed him, baptized him under the name “Johannis Leo de Medici,” and commissioned him to write in Italian a detailed survey of Africa. His accounts provided most of what Europeans knew about the continent for the next several centuries.

Mali Empire: Sundiata Keita and Mansa Musa (2 videos, 30 mins)

The epic genre (fasa) of the Mande griots (jeliw) is a vibrant and celebrated example of a living oral epic tradition on the African continent. Griots tell the life story of Sunjata Keita (sometimes called Sundiata Keita), the prince who founded Mali, West Africa’s greatest empire almost 800 years ago. This story has been passed down for generations through song, spoken recitation, and musical accompaniment on traditional Mande griot instruments like the 22-key balafon. Most performances focus on only one or two episodes of Sunjata’s life; it is rare for the whole story to be performed on one occasion. This special performance by two master musicians from Mali, Hawa Kassé Mady Diabaté and Fodé Lassana Diabaté. Professor Chérif Keita from Carleton College provides a poetic translation of the story during the traditional performance. It was commissioned by the Singing Storytellers Symposium and performed in October 2014 at the Boardmore Playhouse, Cape Breton University in Sydney, Nova Scotia, Canada. Professor Keita, himself a descendant of Sunjata, collaborated with the two hereditary musicians and also with ethnomusicologist Dr Lucy Duran (SOAS, University of London) for this unique cultural exchange.

You may have heard of Mansa Musa, who is said to have been the richest man in all human history EVER. He was the grand nephew of Sunjata Keita (here called Sunjata Keita). As a Muslim, he decided to make the pilgrimage (hajj) to Mecca. When he stopped in Egypt, he gave away so much gold that the price of gold went down and would not recover for several years. In the Crash Course History video below, we learn about this remarkable man.

Dogon

https://africa.uima.uiowa.edu/peoples/show/Dogon
https://africa.uima.uiowa.edu/media/index?People=29&MediaType=Image&action_=Use+Filter

Hausa 

https://africa.uima.uiowa.edu/peoples/show/Hausa
https://africa.uima.uiowa.edu/media/index?People=37&MediaType=Image&action_=Use+Filter

Fulani/Fula/Fulbe

https://africa.uima.uiowa.edu/peoples/show/Fulani+
https://africa.si.edu/collections/search/fulbe

Senufo

https://africa.uima.uiowa.edu/peoples/show/Senufo

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explain the role of central service in the prevention of healthcare associated surgical infection

1. explain the role of central service in the prevention of healthcare associated surgical infection

2. explain the principles, practices and the importance of personal hygiene and attire, including PPE

3.identity the hazard of bloodborne pathogens and how the occupational safety and health administration requirements impact the safety

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There are a number of themes central to the development of Douglass’s Narrative of the Life

Choose one of the questions below, and write a 550-word response.  Be sure to have a clear thesis that directly and succinctly answers the questions.  Provide a number of examples from the Narrative to support your claim.. Your response should be completed by the end of the day on Sunday, July 18.  (You should consider an early submission in order to have time for discussion and feedback before you take the midterm exam also due on Sunday).

1. There are a number of themes central to the development of Douglass’s Narrative of the Life.  Choose one from the shortlist below, and discuss various scenes and incidents from the Narrative that reflect or develop the theme.  

  • Ignorance Used as a Tool to Perpetuate Slavery
  • Knowledge as the Path to Freedom
  • The Impact of Slavery on Slave and Slaveholder
  • Slaveholding as a Perversion of Christianity and a Subversion of Democratic Ideals

2. Douglass defines freedom as more than an escape from slaveholders.  What is freedom according to Douglass, and how does he achieve it? Make sure to cite specific examples from the Narrative to support your claims. 

3. What does Douglass tell us about the ways in which slaves used culture as a buffer against the dehumanizing aspects of slavery?  [The way in which you define culture will be key to the development of your response].

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speech critically analyzing the central issues in public administration

 Create a speech critically analyzing the central issues in public administration (i.e., any level of government or nonprofit organization). Address the following in the speech:

  1. Determine the three most important central issues in public administration based on your own experience, understanding, and perspective; and then, explain why. Support your arguments with evidence from the published literature. 
  2. Evaluate the extent to which these issues weigh upon current public policy topics. Give examples and explain how.
  3. To generate public policy positions, explain how these policies would reflect effective public/government relations.

 Support speech with at least five (5) scholarly references published within the last 5 years. 

 Transcription length: 5–7 pages 

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Central Laborers’ Pension Fund v. Heinz

Assignment: Case Study Central Laborers’ Pension Fund v. Heinz 541 U.S. 739 (2004) found in Employment Law for Business (9th ed.) on pages 894–895. You are to read this case in its entirety. You are then to answer the case questions found on pages 833. Your response should be in the form of a 3–5 page analysis of the case.


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Case Study Central Laborers’ Pension Fund v. Heinz 541 U.S. 739 (2004)

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Introduction

            Thomas Heinz worked in a construction company for 20 years and attained the retirement age. Since he was eligible to receive pension, Heinz started receiving pension payment from the central laborers pension plan. Thomas Heinz decided to took another job as a supervisor in the construction sector(Bennett-Alexander & Hartman, 2016). Although the pension plan clearly outlines employees who would not work and at the same time receiving the pension, construction supervisors were excluded in the list. after two years of working, the Central Laborers’ Pension plan made the changes to the pension to include construction supervisors in the list of those who would not be eligible to receive pension payment while working. Following the changes, Thomas Heinz was discontinued from receiving pension payment.

            The changes also affected Schmitt who was also a friend to Heinz and both of them decided to file a suit in the federal district court against the Central Laborers’ Pension Plan. They argued that the change on pension plan was made when why were already receiving the pension payment(Central Laborers’ Pension Fund v. Heinz, 2004). As such, the Central laborers’ Pension Plan violated anti-cutback provision of the Employee Retirement Income Security Act (ERISA) of 1974. According to ERISA, “amendment to any pension plan might not reduce the accrued benefit of the participants”.             Since the changes made on the pension plan stopped Heinz and Schmitt from receiving pension payment, they alleged that it had reduced their accrued benefit. In response to the allegation, the Central Laborers’ Pension Plan stated that both Heinz and Schmitt were still eligible to receive the same pension payment they could not receive working as construction supervisors(Polzer & Butler, 1997). They further argued that only provision was changed and not the value of the pension plan itself, hence the change on…………………………………………………………………………………………………

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Chemistry: the central science by brown: Energy in the 21st Century

Energy in the 21st Century
Overview
Chapter 5 in our text is all about thermochemistry.
•    We see how reactants combine to produce energy. When we combust fossil fuels we are using the exothermic combustion reaction to get the energy we want or need.
•    We use fossil fuels (oil, gas, coal) for many things: power for transportation, electricity production, home and industrial heating. Often overlooked is the fact that these “fuels” also provide the basic raw materials for medicines and all of the polymer products (clothing, plastics, etc.) that we use everyday. Nearly everything you come in contact with every day has some link to the petroleum industry. Here is a partial list of items:A partial list of products made from Petroleum (6000 items)(link opens in new window).
The sources for and uses of energy are some of the most pressing and influential questions to be answered by industry and science today. The search for alternative fuels is a major part of this endeavor. Here is an interesting interview with Bill Gates on this topic.
Q&A with Bill Gates on the World’s Energy Crisis (link opens in a new window).
Instructions
Here are some questions to consider in your discussion of the topic of Energy use in the 21st century:
•    Is ethanol a good alternative to petroleum fuels? And is using corn to produce ethanol the right method?
•    Find a reference that discusses an alternative fuel other than ethanol. Provide some detail about what the article says about the fuel and include your article as a reference.
•    Where do you think we will be in 50 years on this issue?

Note:  I am using Chemistry: the central science  by brown

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Energy in the 21st Century

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Energy in the 21st Century

            Fossil fuels such as coal, oil and gas are credited for their role in the development since industrial era. They find application in almost all parts of the industry including in fueling of machines, generation of electricity, manufacture of industrial products such as medicines and for heating and cooking in our homes (Brown, 2015). However, these fuels pose several dangers including pollution and the fact that their use is unsustainable since they are not renewable sources. Attempts to find alternative sustainable sources of energy have seen the manufacture of electric cars and increased use of wind energy. However, there is still huge dependence on fossil fuels, which has led scientists to devise alternative sources of energy in biofuel.

            One of the alternative sources of energy that has been developed to replace fossil oils is ethanol. According to (Kotz, Treichel & Townsend, 2012) ethanol is manufactured through a fermentation process that involves renewable sources such as sugarcane and corn. Though it employs renewable sources in manufacture of biofuel, I do not think ethanol is a good alternative to fuels. The manufacture of ethanol would consume a substantial mass of land in production of the required quantity of sugarcane or corn. This would lead to overexploitation of land and possibility of crisis that would result in replacement of arable land for the purpose of production of fuel. For example, use of corn would not be right since corn is a source of food for animals and humans in other parts of the world. Using corn in manufacture of ethanol would not be sustainable and would become a threat to food security.             There is a continuing attempt to develop sustainable

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Chemistry: the central science by Brown

Overview
Chapter 2 of our text provides you with the atomic theory of matter and begins to explore the modern structure of the atom. Our knowledge of the atom was built over many years of study. In this discussion we explore, more about hypotheses, theories, truth.
Can a theory be proven “true?” For scientists, the word theory holds more power than its meaning in everyday vernacular. Often times today the words “theory” and “opinion” are treated as virtual synonyms, with the underlying idea that neither need be substantiated outside of the whim of the individual holding the particular point of view. However, when used in the scientific community, the term “theory” does in fact connote an idea that has already undergone the scrutiny and refining process of the scientific method, and as such, had been thoroughly vetted by the scientific community. A scientific “theory” therefore is the product of countless experiments and often holds predictive power for further studies.
For example, John Dalton proposed the atomic theory that simply states, “all matter is composed of atoms.” This is a fundamental theory in chemistry and a starting place for all chemical experimentation. Yet, we still must ask, is this theory free from bias? Is it fundamentally a statement of truth?
At the heart of these questions is an even deeper one. How should we view science? Traditionally, science has been seen as a progression of thought. Little by little, another piece of the puzzle fits and supports the reigning theory of the day. As scientists observe the world around them, they are able to gradually refine their theories and science progresses. In fact, theories may become so fine-tuned that they are able to represent an accurate model of nature. We will call this the incremental view.
A view that is fairly new to the scientific world was popularized in a book written in 1964 by Thomas Kuhn entitled, The Structure of Scientific Revolution. This view challenged the incremental view by stating that science spends most of it time doing what Kuhn called “normal science.” This is the day-to-day laboratory work were scientists fit their discoveries into the commonly held theory of the time. However, over time, more and more exceptions to the theory emerge. At some point, the “truth” of the theory is questioned. This results in a scientific revolution, a paradigm shift, and a new reigning theory replaces the old. This new theory does not simply improve upon the previous one held, but often completely overhauls the perspective of the scientific community.
However, over time, more and more exceptions to the theory emerge. At some point, the “truth” of the theory is questioned. This results in a scientific revolution, a paradigm shift, and a new reigning theory replaces the old. This new theory does not simply improve upon the previous one held, but often completely overhauls the perspective of the scientific community.
Instructions
For your initial thread, please answer the following questions and explain your reasoning:

  1. Give an example of a scientific development that illustrates Kuhn’s idea of scientific revolutions and explain how it represents this idea.
  2. Give an example of the incremental view of scientific development and explain how it represents this idea.
  3. Do you think scientific development follows Kuhn’s view or the incremental view? Justify your answer.
  4. Can scientific knowledge be considered true? As you answer this question, discuss hypotheses and theories and how they fit into scientific knowledge.

*Note: I am using Chemistry: the central science by Brown

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Hypotheses, Theories, and Truth

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Hypotheses, Theories, and Truth

Example of Scientific Development

            The development in science proceeds in two steps as outlined by Thomas Kuhn in his work on scientific revolution. According to (Brown, 2015) Kuhn’s scientific revolution proceeds in a numbers of steps that begin from what he termed “normal science” and ends in paradigm shift, where there is development of new approaches since the prior ones are considered inadequate or for solving current problems. The paradigm shift leads to development of new paradigms which are considered mode of instruction until new “crisis” arises that demands new paradigm. An example of a science revolution is the atomic theory.

            In its early conception, Dalton provided an atomic theory that was considered revolutionary in the study of chemistry. The theory provided a remarkable way in which chemical reactions were viewed. In his theory, he proposed that elements were composed of tiny particles called atoms and that these atoms of same elements were identical and are of equal mass (Raymond, 2009). Moreover, Dalton proposed that atoms could not be divided, created or destroyed and that they combined in whole numbers. His theory was later challenged with the discovery of isotopes and chemical fusion and fission.

            Dalton’s atomic theory represents Kuhn idea of scientific revolution because, the theory was initially accepted as a “normal science” and those who existed during his era employed his ideas. However, there came a shift when his ideas were challenged with the discovery of similar elements that had different masses and the possibility of breaking or combining atoms through fission and fusion. All the scientific developments created a new “paradigm shift” that altered the way atoms were viewed, leading to new ideas that replaced those proposed by Dalton.

Example of Incremental View of Scientific Development

            In contrast to scientific revolutions, incremental view of scientific development occurs when existing theories are modified to make them more accurate. This occurs as scientists make observations and refine existing theoretical concepts adding new knowledge that makes them to have an accurate representation of the concept under study. An example of an incremental view of scientific development is the development of the periodic table of elements.  The periodic table represents and arrangement of all known elements based on their properties (Joesten, Castellion & Hogg, 2007). According to the authors, Dmitri Ivanovich Mendeleev was the first scientist to attempt arrange of elements according to their atomic weights. This was based on 68 elements that had been discovered. However, new elements have continued to be discovered and an arrangement based on their properties has been developed over time. The development of periodic table represents incremental view of scientific development since it has led to refinement of classification of elements a……………………………………………………………………………………………………

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Discuss why nutrition is a central component in health promotion. What are some of the nutritional challenges for emerging populations

Discuss why nutrition is a central component in health promotion. What are some of the nutritional challenges for emerging populations? What roles do nutritional deficiency and nutritional excess play in disease?