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Zimbabwe: The Blame Game
(2013)
The Blame Game is a cycle of creative non-fiction pieces, pulling the readers through the politics of modern day Zimbabwe. Like in any game, there are players in this game, opposing each other. The game is told through the eyes of one of the players, thus it is subjective. It centres on truthfully trying to find who to blame for Zimbabwe's problems, and how to undo all these problems. Finding who to blame should be the beginning for the search of solutions. It encourages talking to each other, maybe about the wrongs we have done to each other, and genuinely trying to embrace and forgive each other. In trying to undo the problems in Zimbabwe, it also offers insight or solutions on a larger platform - Africa: particularly South Africa; that it might learn from other African countries that have imploded before it, how to solve its own problems.
Elections provide a tremendous opportunity for national transformation and the pursuit of democratic practice. They can be a moment of national renewal. However, in most of Africa elections are often characterized by violent conflict as politicians seek to capture or maintain power through ethnic mobilization, propaganda and misrepresentation. Considering opportunities offered by information technology especially mobile phones and the discovery of extensive natural resources, Africa has an opportunity to significantly change the lives of ordinary citizens. But this transformation requires that youth are fully 'present' in the political, economic, social and cultural arenas. They will need to marshal their energies and stay focused on the things that are important for the continent of Africa. In the case of Kenya, youth should not wait to be invited to take up political leadership. Instead, they will need to invite themselves to the table and take advantage of the opportunity provided in Constitution and demand accountability and transparency in the conduct of national affairs. This book is part of ongoing work at Twaweza Communications in the pursuit of democracy, peace and justice. Themes covered include youth and leadership; elections and peace; youth as peace makers; family and global values among other topics.
Writing Lives
(2013)
Writing Lives, a collection of short stories, featuring Lawrence Hoba, Tendai Huchu, Tendai Machingaidze, Nevanji Madanhire, Daniel Mandishona, Christopher Mlalazi, Blessing Musariri, Chiedza Musengezi, Sekai Nzenza, Fungisayi Sasa and Emmanuel Sigauke. Writing Lives is the seventh of Weaver's anthologies of short stories following Writing Still, Writing Now, Laughing Now, Women Writing Zimbabwe, Mazambuko and Writing Free. As with the other anthologies, this vibrant collection reflects the lives and experiences of Zimbabweans as filtered through the lens of each author's perceptions. Writing Lives gives us stories that will make us laugh and bring tears to our eyes as it provides a focus on the past, the present and even the future.
Unique publication on the worldwide distribution of industrial robots based on company reports: about 40 country reports 2007 - 2012; by application areas; by industrial branches; by types of robots; and by other technical and economic variables. Data on production, exports and imports; Trends in robot densities, i.e. number of robots; per 10,000 persons employed in relevant sectors; Forecast 2013 - 2016; Special Features: Case Studies on Profitability of Robot Investments
Education is an important tool for the development of human potential. Organizations and individuals interested in development consider knowledge, skills and attitudes, obtained through formal, non-formal and incidental learning, as invaluable assets. Therefore, it is necessary to reflect on fundamental elements that shape the process through which education is attained: How do people learn, and what are the conditions that facilitate effective learning? Answers to these questions demonstrate that no education can be politically neutral, because there is no value-free education. The traditional or indigenous education systems in Nigeria, which covered (and still cover) physical training, development of character, respect for elders and peers, development of intellectual skills, specific vocational trainings, developing a sense of belonging and participation in community affairs, and understanding, appreciating and promoting the cultural heritage of the community were, and are, not value-free. In other words, the goals and purpose of education, the content, the entire process and the procedures chosen for evaluation in education are all value-laden. This book attempts to show that the teaching-learning process in higher education, and religion, taught and learned through non-formal and informal education (or the hidden curriculum), and other socialization processes within and outside the formal school system, all interface to determine the persons that women become. This education enhances or limits women's capabilities, whether in the civic-political sphere or in their attempts to resist violence. Hence, education and religion have ways of empowering or disempowering women.
When Clerics Kill
(2013)
The play depicts a troubled and violent society stoked by a vicious and violent culture of intolerance and extremism. It is about restiveness, puritanism and the politics of religiosity. The play gives a glimpse of the views and frustrations of young people, the supercilious and hateful perceptions of some clerics and the brigandage of law enforcers in such a given situation. The play points to the role courageous individuals could play in speaking out for peace and standing up to violence and in defiance of fear and for preservation of freedom.
During the 1990s, as the Internet in general and e-mail in particular grew in popularity as a means of communication, a number of Cameroonians residing in various parts of the world established a vibrant and lively electronic forum for the discussion of various issues related to their native land. The forum, known as Camnet, demonstrated that Cameroonians living abroad could actively participate in the political, economic and social processes taking place at home. This ability to remain actively engaged in the development of one's nation through the Internet is what Endeley calls 'virtual activism.' Camnet thus distinguished itself as the first and most influential breeding ground for Cameroonian 'virtual activism.' Although Camnet appeared to be dominated by political discussions, it was a truly multi-dimensional forum. No topic was explicitly forbidden and on some occasions the participants conducted extensive debates on issues that had nothing to do with Cameroon or with politics. In this publication, however, the author has chosen to present only a representative sample of his own contributions from the late 1990s with a direct bearing on Cameroon's development. Some of the contributions are in French and in order to reflect the bilingual nature of the debates that took place on Camnet, these have not been translated into English. The informed reader will be struck by the issues which were being debated over 15 years ago as well as by the fact that some of the predictions the author made in the 1990s are a reality today.
Vestiges
(2013)
The poems in this collection are adequate, with great lines. The rhythm is stimulating to all the five senses thanks to the use of multiple images. A lot of imagery in Vestiges gives a picture of a war front after a ferocious battle. The objects, animals, and images in the poems disorient and lead the reader to focusing on putting flesh to the bones than just getting the juice of the poems... The rhythm more than anything else carries the reader through this chaotic tableau painted in Vestiges. In a way, this comes across as a substantiation of the poet's vision of our world and an explanation as to why he considers this collection as a skeleton; and precisely skeletons left by the ravages of war. Is the poet's world and ours a field of ruins and topsy-turvydom to which we are all blind? The answer is yours.
Development has been on Africa's agenda for a long time but progress has been both varied and limited, partly due to the diverse levels of the discussions on the challenges and the interventions for tackling them. Africa's greatest challenge is the uneven development within and between its countries, and the pressing issues of extreme poverty in southern Africa, and the continent as a whole. Poverty causes its victims to suffer social exclusion and political repression. In addition, societies that experience poverty are also mostly under continuous threat of ecological disasters and diseases. All poor people are therefore plagued by loss of freedom and dignity, and are often unable to participate effectively in the political, economic, legal and social processes of their countries. This book focuses on the social and cultural dimensions of development dynamics and, in particular, the role of values in shaping development. Values are at the core of the hopes and aspirations of individuals, communities and societies. The book therefore explains the values that motivate and inform African communities and societies, with a view to facilitating a dialogue about sustainable development in Africa among academics, intellectuals, policy and, and the communities. It also investigates the social and cultural dynamics of development in Africa, as a better alternative to earlier studies that blame African culture for poverty and exclude the people of Africa in their definition of developments in the continent. The significance of this book lies in its provision of a theoretical argument, from empirical perspective, on the role of values in the development of Africa; an argument that is capable of facilitating a dialogue about African development, which obviously proves more useful than either the imposition of a technical process or the announcement of a normative framework.
Understanding Confusion in Africa : The Politics of Multiculturalism and Nation-building in Cameroon
(2013)
Cameroon is often considered to be Africais legendary pathfinder. This book argues essentially that Cameroon cannot competently champion African unity and progress until it can correctly pursue its own multicultural nation-building. Cameroon's success continental-wise would depend on its theory and practice of multiculturalism, as particularly reflected in (1) the rejoicing in its historical diversity and the harmonious co-existence of its Systems of Education which must, of necessity, be linked to (2) effective federalization or decentralization of uniquely cultural matters. Critically examining history and education as components of culture, and therefore, of multiculturalism, the book makes some bold recommendations while demonstrating how nation-building is meaningless without the peopleis authentic history. It argues that Cameroon national culture cannot be a national culture without embodying the distinct culture of the English-speaking minority. Anything else is nothing but deliberate confusion of assimilation for multiculturalism, a confusion that is heavily tied to the countryis phoney independence. Hinging on education (and its associates of bilingualism and bijuralism), the book demonstrates that Cameroonis over-sung cultural dualism is a charade, epitomized by the 1998 Education Law. Rather than reaffirm Cameroonis biculturalism as it superficially avows, Cameroonis purported cultural dualism is really out to efface any semblance of cultural or educational dualism that may still be resisting assimilation. The continuous and persistent employment of terms such as biculturalism, bilingualism and bijuralism in legal texts in Cameroon is only to confuse the international community, especially from seeing exactly the kind of eethnic cleansingi which is taking place in the country.