Explains how Afro-Cuban culture influenced African-American jazzmen and led to the formation of Afro-Cuban or Latin jazz in 1947 by Dizzy Gillespie and Chano Pozo. Explores the musical connections between the physical plane of Cuba and the United States, and the esoteric spiritual world of the orishas and myths coming to life in sacred and secular music forms.

U.S. policymakers consistently argue that U.S. security depends on hemispheric democracy. As an instrument of U.S. policy, did foreign assistance promote democracy in Central America, 1946 through 1994? Finding that U.S. foreign assistance directly promoted neither GDP nor democracy in Central America, 1946 through 1994, I conclude that U.S. policy failed consistently in this specific regard.

Die beiden noch jungen Nationen Deutschland und Amerika richteten gegen Ende des 19. Jahrhunderts sogenannte \"Kolonialausstellungen\" im Rahmen von Welt- und Gewerbeausstellungen aus. Damit wünschten sie sowohl vor der eigenen Bevölkerung, als auch internationalem Publikum ihre erzielte Fortschrittlichkeit zu demonstrieren. Im gleichen Zug proklamierten sie ihre Weltmachtstellung. Anhand ausgestellter \"eigener Fremder\" wurde die Wehrhaftigkeit, das ökonomische und politische Potential, die Modernität und Zivilisierung der ausrichtenden Nation herausgestellt. Beide Länder wünschten anhand der offensichtlich besiegten und/oder gezähmten \"Wilden\" die eigene Spitzenposition und daraus resultierend das Verantwortungsbewusstsein gegenüber weniger privilegierten \"Rassen\" auszustellen. \"Koloniale\" Abteilungen informierten jedoch nicht wie nachdrücklich untermauert über Expansion, Besitzungen und deren Bevölkerung, sondern fungierten ausschließlich als Instrumentarium zur Übermittlung \"imperialistisch\" geprägter Botschaften. Insbesondere die gerade erst professionalisierten Wissenschaften Anthropologie und Ethnologie profitierten von den Veranstaltungen, in denen sie ihre \"Rassentheorien\" bestätigt fanden. Im Gegenzug legitimierten sie deren Ausrichtung, versicherten vermeintliche Authentizität und versteckten Schaulust unter dem Deckmantel von Erziehung, Belehrung und Wissenschaftlichkeit.:1 Einleitung 7 1.1 Forschungsstand 1.1.1 Methodik 16 1.1.2 Fragestellung 24 1.1.3 Quellen 27 1.1.4 Begriffsklärung 32 2 Hintergründe der mit Auß ereuropäern bevölkerten Sektionen 37 2.1 \"Zurschaustellungen\". Historische Einbettung–Unterschiedliche Formen 37 2.1.1 Begri fflichkeiten 38 2.1.2 Vorgeschichte von \"Zurschaustellungen\" außereuropäischer Völker in Europa 40 2.1.3 Carl Hagenbecks \"Zurschaustellungen\" 52 2.1.4 \"Buffalo Bill\''s Wild West\" 56 2.2 Afrikanischer Kontinent/Geheimnisvoller \"Orient\": Assoziationsräume europäische Ängste und Wünsche 59 2.2.1 Der \"dunkle Kontinent\" 60 2.2.2 \"Exotischer Orient\" 61 2.3 Welt- und Gewerbeausstellungen 62 2.3.1 Anfänge und Entwicklung des Ausstellungswesens 62 2.3.2 Weltausstellungen 66 3 Deutsche \"Kolonialausstellungen\" im Rahmen von Gewerbeausstellungen 69 3.1 Die Berliner Gewerbeausstellung (1896): Visionen einer Weltausstellung 69 3.1.1 Die Erste Deutsche Kolonialausstellung 69 3.1.2 Vorbereitung, Eröffnung und kaiserliche Rezeption 69 3.1.3 Kolonialausstellung 72 3.1.4 Der Wissenschaftlich-Kommerzielle Teil 99 3.1.5 Abbildung einer konstruierten Wirklichkeit 107 3.1.6 Die Sonderausstellung Kairo 120 3.1.7 Kairo versus Schutzgebiete 130 3.2 Die Sächsisch-Thüringische Industrie- und Gewerbeausstellung 135 3.2.1 Das Leipziger Ausstellungswesen 135 3.2.2 Deutsch-Ostafrika in Leipzig 138 3.2.3 Bildliche Repräsentation 150 3.2.4 Bewertung und Rezeption 165 4 The World\''s Columbian Exposition (WCE), Chicago 1893. Amerika präsentiert sich der Welt 168 4.1 Anthropologie und Ethnologie. Wissenschaftliche Neulinge in seriösen Kontext gesetzt? 174 4.1.1 Anthropologie in Ausstellung. Klassifizierung und Typenbildung 175 4.1.2 Amerikanische Ureinwohner. Fremde im eigenen Land 179 4.1.3 Abteilung M: Ethnologisches und Anthropologisches Gebäude 187 4.2 Die \"schwarze Zukunft\"? Afroamerikaner als besondere \"Rasse\" 208 4.2.1 The Reason Why the Colored American Is not in the World\''s Columbian Exposition 212 4.2.2 Colored People\''s Day 216 4.2.3 Mehr \"Bestie\" als Mensch: Dahomey auf der Midway 221 4.3 Anerkannte Fremde und ihre Darstellung. Japan besiegelt seinen Eintritt unter den \"Kulturnationen\" 229 4.4 Au ßereuropäer auf der Midway: Vergnügung und Besuchermagnet 233 4.4.1 Chinas Beitrag? 234 4.4.2 Der Orient erobert Amerika 238 4.5 Bilanz und Auswirkungen 254 5 Louisiana Purchase Exposition. St. Louis 1904 258 5.1 Amerika: Vollendet \"imperialistische\" Großmacht? 258 5.2 Japan und China 262 5.2.1 Japan: Wehrhaftes \"Imperium\"–pittoreske Kulturnation 262 5.3 Anthropologische Abteilung 280 5.3.1 Assimiliert oder Ausgerottet. Das \"gelöste\" Indian-Problem 300 5.3.2 Alte und Neue \"Schutzbefohlene\" 311 5.4 \"Our Philippine Problem\"? Amerikas Aufstieg zum \"vollständigen\" Imperium? 312 5.4.1 Lebendige Trophäen der amerikanischer Expansion 322 5.4.2 Präsentierte Zivilisationsentwicklung 352 5.4.3 Erfolgsgaranten: Kannibalen, Freaks und Zeremonien 355 5.4.4 Hinter der Maskerade. Zeugnisse Ausgestellter und weitere Hintergründe 357 5.4.5 Bewertung der Philippinen-Ausstellung 361 5.5 Herausgestellte \"Color Line\". Afroamerikaner auf der LPE 365 5.6 Offi zielle Abbildungen 367 5.7 Die Pike. Wunder fur Jedermann 369 5.8 \"Barbaren\" im sportlichen Wettkampf. Olympische Spiele. St. Louis 1904 379 5.9 Rezeption 381 6 Resümee 384 6.1 Nationaler Vergleich 386 6.1.1 Berlin versus Leipzig: Ungleichheit zum Vergleich gestellt? 386 6.1.2 Chicago versus St. Louis 390 6.2 Deutschland versus Amerika 394

The purpose of this study was to investigate the bands of the armies of the Confederate States of America. This study features appendices of libraries and archives collections visited in ten states and Washington D.C., and covers all known Confederate bands. Some scholars have erroneously concluded that this indicated a lack of available primary source materials that few Confederate bands served the duration of the war. The study features appendices of libraries and archives collections visited in ten states and Washington, D.C., and covers all known Confederate bands. There were approximately 155 bands and 2,400 bandsmen in the service of the Confederate armies. Forty bands surrendered at Appomattox and many others not listed on final muster rolls were found to have served through the war. While most Confederate musicians and bandsmen were white, many black musicians were regularly enlisted soldiers who provided the same services. A chapter is devoted to the contributions of black Confederate musicians.

William III, Prince of Orange, ascended the throne of England after the English Glorious Revolution of 1688. The next year, the American colonists rebelled against colonial administrations in the name of their new king. This thesis examines William's perception of these rebellions and the impact his perception had on colonial structures following the Glorious Revolution. Identifying William's modus operandi—his habit of acceding to other's political choices for expediency until decisive action could be taken to assert his true agenda—elucidates his imperial ambitions through the context of his actions. William, an enigmatic and taciturn figure, rarely spoke his mind and therefore his actions must speak for him. By first establishing his pattern of behavior during his early career in the Netherlands and England, this project analyzes William's long-term ambitions to bring the Americas under his direct control following the 1689 rebellions and establish colonial administrations more in line with his vision of a centralized English empire.

Text in Afrikaans / Bevrydingsonderwys is 'n verskynsel \vat wereldwyd voorkom. Dit word egter nie in alle werelddele dieselfde genoem nie. Popular Education in Latyns-Amerika, Progressiewe Onderwys in die VSA, Sosialistiese Onderwys in Tanzanie en People's Education in die RSA kan b)voorbeeld almal as voorbeelde van benydingsonderwys beskou word. In hierdie studie word die ontstaan, ontwikkeling, aard en wese van bovermelde onderwysvorme beskryf en vergelyk. Eers word aandag gegee aan die ontstaan en ontwikkeling van Popular Education en word die opvattings van onder andere Paulo Freire en Antonio Gramsci oor die verband tussen onderwys, bevryding en verandering bespreek. Daama word die historiese ontwikkeling van onderskeidelik Progressiewe Onderwys, Sosialistiese Onderwys en People's Education beskryf en bespreek. Die onderwysvorme word vervolgens met mekaar vergelyk en ooreenkomste en verskille blootgele. Ten slotte word bevrydingsonderwys aan die hand van opvoedkundige kriteria beoordeel en aanbevelings met betrekking tot onderwysverandering en -vemuwing in die RSA gemaak. / Education for liberation is a world-\"ide phenomenon. However, it is not named the same throughout the world. Popular Education in Latin America, Progressive Education in the USA Socialistic Education in Tanzania en People's Education in the RSA can, for instance, all be viewed as examples of education for liberation. In this study the origin, development and nature of the above-mentioned forms of education are described and compared. Firstly, the origin and development of Popular Education and the views of inter alia Paulo Freire and Antonio Gramsci regarding the relationship between education, liberation and change are discussed. Thereafter, the historical development of Progressive Education, Socialistic Education and People's Education are described and discussed. These forms of education are subsequently compared and similarities and differences are disclosed. Lastly, education for liberation is evaluated according to educational criteria and recommendations concerning educational change and renewal in the RSA are made. / Educational Studies / M. Ed. (Historiese Opvoedkunde)

Text in Afrikaans / Bevrydingsonderwys is 'n verskynsel \vat wereldwyd voorkom. Dit word egter nie in alle werelddele dieselfde genoem nie. Popular Education in Latyns-Amerika, Progressiewe Onderwys in die VSA, Sosialistiese Onderwys in Tanzanie en People's Education in die RSA kan b)voorbeeld almal as voorbeelde van benydingsonderwys beskou word. In hierdie studie word die ontstaan, ontwikkeling, aard en wese van bovermelde onderwysvorme beskryf en vergelyk. Eers word aandag gegee aan die ontstaan en ontwikkeling van Popular Education en word die opvattings van onder andere Paulo Freire en Antonio Gramsci oor die verband tussen onderwys, bevryding en verandering bespreek. Daama word die historiese ontwikkeling van onderskeidelik Progressiewe Onderwys, Sosialistiese Onderwys en People's Education beskryf en bespreek. Die onderwysvorme word vervolgens met mekaar vergelyk en ooreenkomste en verskille blootgele. Ten slotte word bevrydingsonderwys aan die hand van opvoedkundige kriteria beoordeel en aanbevelings met betrekking tot onderwysverandering en -vemuwing in die RSA gemaak. / Education for liberation is a world-\"ide phenomenon. However, it is not named the same throughout the world. Popular Education in Latin America, Progressive Education in the USA Socialistic Education in Tanzania en People's Education in the RSA can, for instance, all be viewed as examples of education for liberation. In this study the origin, development and nature of the above-mentioned forms of education are described and compared. Firstly, the origin and development of Popular Education and the views of inter alia Paulo Freire and Antonio Gramsci regarding the relationship between education, liberation and change are discussed. Thereafter, the historical development of Progressive Education, Socialistic Education and People's Education are described and discussed. These forms of education are subsequently compared and similarities and differences are disclosed. Lastly, education for liberation is evaluated according to educational criteria and recommendations concerning educational change and renewal in the RSA are made. / Educational Studies / M. Ed. (Historiese Opvoedkunde)

La tesi si occupa di verificare l’influenza che i classici greci e latini hanno esercitato su i padri fondatori americani e più in particolare su Thomas Jefferson. La prima sezione tratteggia il contesto universitario e lo studio delle lingue classiche tra seicento e settecento, comprendendo non solo le università inglesi (Oxford e Cambridge) e scozzesi, ma anche i nuovi college nati nelle colonie americane. Tale analisi dei modelli e delle pratiche educative ha permesso, in effetti, di comprendere meglio l’influenza dei classici sui rivoluzionari americani. Nello specifico viene scandagliata a fondo l’educazione ricevuta da Jefferson. Tra i numerosi spunti di studio aperti da codesto argomento, il lavoro si concentra sulle modalità con cui i classici gli furono insegnati, sul suo Commonplace Book (una raccolta di brani tratti in parte da autori antichi letti in giovinezza) e su documentazione epistolare. Quest’ultima è oggetto particolare di studio, allo scopo di scoprire quali opere antiche Jefferson, in età adulta e durante la vecchiaia, lesse e apprezzò. Essendo un collezionista di libri, comprò moltissimi testi classici come dimostrano alcuni suoi manoscritti. Nonostante manchino dati precisi a riguardo, risulta inoltre che Jefferson, benché facesse largo uso di traduzioni, preferiva leggere in originale e che probabilmente abbia letto la maggior parte di questi libri durante il ritiro dalla vita politica. La seconda parte della tesi si concentra, invece, a indagare quanto la sua educazione classica abbia contributo alla formazione della sua personalità e delle sue idee, nonché alla forma stessa del suo pensiero in merito ad alcune tematiche. Lo studio è di conseguenza dedicato all’esperienza umana di Jefferson, in particolare alla sua riflessione sulla morte e sull’eternità, temi fortemente legati alla sua ricezione di idee epicuree e stoiche. Epicureismo e Stoicismo rappresentano, in definitiva, i due sistemi filosofici antichi che hanno maggiormente influenzato la sua personalità e il suo pensiero. / The aim of the present work is to evaluate the impact of the ancient classics on the American Founding Fathers, with a particular focus on Thomas Jefferson. The first section gives a wide portrait of the academic context in which the Founders were educated, comprising not only of Oxford, Cambridge, and the Scottish universities, but also the colonial colleges. The evaluation of the educational practices in use at the time makes it possible to understand better the classical impact on revolutionary Americans. In particular, this analysis studies in depth Jefferson's education. Of the many possible perspectives and approaches to this topic, the present work focuses on the way ancient classics were taught to him, his Commonplace Book, which reports part of the ancient classics he read during his youth, and his correspondence. The latter has been studied especially to understand which other ancient writers he read, valued, and esteemed in his adulthood and old age. As book collector, Jefferson bought an incredible number of ancient classics, as attested by a few manuscripts of his book lists. Despite the dearth of sure evidence, it is very likely that he read the ancient works largely during his retirement. He loved reading them in the original, though he made great use of translations. The second part of this work is dedicated to investigating how Jefferson's classical education contributed to the building of his personality and ideas, as well as how he elaborated specific classical themes in his own life. The study is thus focused on Jefferson's personal human experience, specifically on his reflection on human mortality and the afterlife. These themes, indeed, are strictly linked to his reception of Epicurean and Stoic tenets, the two ancient philosophical systems which had the greatest and most profound impact on Jefferson's personality and thought.