Foreign Intervention in Africa: From the Cold War to the War by Elizabeth Schmidt

By Elizabeth Schmidt

International Intervention in Africa chronicles the international political and armed forces interventions in Africa in the course of the sessions of decolonization (1956-1975) and the chilly struggle (1945-1991), in addition to throughout the sessions of nation cave in (1991-2001) and the "global warfare on terror" (2001-2010). within the first classes, the main major intervention used to be extra-continental. the USA, the Soviet Union, China, Cuba, and the previous colonial powers entangled themselves in numerous African conflicts. in the course of the interval of kingdom cave in, the main consequential interventions have been intra-continental. African governments, occasionally assisted by means of powers open air the continent, supported warlords, dictators, and dissident events in neighboring nations and fought for regulate in their neighbors' assets. the worldwide struggle on terror, just like the chilly struggle, elevated the overseas army presence at the African continent and generated exterior aid for repressive governments. In each one of those situations, exterior pursuits altered the dynamics of Africa's inner struggles, escalating neighborhood conflicts into greater conflagrations, with devastating results on African peoples.

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In addition, state-specific personal 28 J o hn P el l e tier finance education requirements are tracked by a variety of organizations at the high school level. Much less has been done to accurately identify what is happening in elementary and middle school. Admittedly, a high school focus could omit students who have dropped out of high school. S. Department of Education, 2015). For many, high school is the beginning of financial independence. In addition, educational opportunities end with high school for many individuals.

2006b). Financial Literacy. Testimony before the Committee on Banking, Housing, and Urban Affairs of the United States Senate. htm. Bernheim, B. , Garrett, D. , and Maki, D. M. (2001). Education and saving: The long-term effects of high school financial curriculum mandates. Journal of Public Economics, 80(3), 435–465. Berti, A. , and Monaci, M. G. (1998). Third graders’ acquisition of knowledge of banking: Restructuring or accretion? British Journal of Educational Psychology, 68(3), 357–371. Center for Financial Security, University of Wisconsin–Madison.

Jacobs, F. (1988). The five-tier approach to evaluation: Context and implementation. , & Jacobs, F. ). Evaluating Family Programs (36–68). New York: Aldine deGruyter. John, D. R. (1999). Consumer socialization of children: A retrospective look at twenty-five years of research. Journal of Consumer Research, 26(3), 182–213. Loibl, C. (2008). Survey of financial education in Ohio’s schools: Assessment of teachers,­programs, and legislative efforts. Ohio State University P-12 Project. aspx. 20 B o n nie T.

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