EFFECT OF VITAMINS C AND E INTAKE ON BLOOD ... - EuroJournals

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European Journal of Social Sciences - Volume 2, Number 1 (2006) CATEGORY C : NAMES GIVEN TO CHILDREN BORN BEFORE MARRIAGE – AS AN EMBODIMENT OF A WISH Xolisa Console Us Sixolise Console Us Yamkela Accept what the Lord has given you Samkela Accepted gift Luncedo Be helpful to this family CATEGORY D : NAMES GIVEN TO CHILDREN BORN TO MARRIED COUPLES AS AN INDICATION OF A WISH, SATISFACTION, HAPPINESS, etc. KOLIWE (satisfied) Grandfather satisfied with the daughter-in-law brought home by the son. AZILE (Boys have come) announcing arrival of boys in the family. Andisiwe Increased number of boys in the family Thabile Glad that there was this child, a boy again. Akhona Boys or girls are present CATEGORY E : NAMES GIVEN TO 2 nd (third) BORN CHILDREN IN RELATION TO EVENTS PRIOR OR DURING THEIR BIRTH. Vuyolwethu : Our Joy, mother had a miscarriage and that this girl came to fill the gap left by the other one called for the use of Vuyolwethu. Nobubele : The Lord is kind, The mother had given birth to a girl who passed away at the age of 2 months but then because the Lord is ever kind another girl was born to the family. Sinovuyo : We are happy that you are alive – The mother had To undergo a caeserian section operation but then the daughter was alive and well and the family was and is still happy about that. CATEGORY F : NAMES OF FIGURES PROMINENT AT THE TIME OF BIRTH OF THE CHILD 104
International Research Journal of Finance and Economics – Volume 2, Number I (2006) Making Peace through the Integrated Science Curruculum: A Case Study of the Nigerian Junior Secondary School Francisca Aladejana and Anthony Aladejana Faculty of Education Obafemi Awolowo University, Ile-Ife, Nigeria. Abstract If peace is working and living together without violence, then there is the need to address science, the knowledge that produces most of the instruments of violence. This study examined the extent to which the integrated science curriculum of the junior secondary school (JSS) can be training the mind of the emotions of peace and as a tool to address the causes and impact of violence and conflicts. The curriculum content was analyzed using nine questions for factors, which can in any way engender peace. Some identified factors evident from the analysis are: nation wide cooperation among all the students; raising the scientific level of all partners; providing answers to some issues that are potential causes of conflict and violence; removal of disparity between the privileged and unprivileged; and creating awareness of the damage that arms can do. The implications of these findings are discussed in relation to the review of the philosophy, objectives and content of the JSS curriculum. Introduction Peace has been variously described. According to Lasonen (2004), the term peace implies the absence of conflict and quarrel, the enjoyment of security, well being and harmony. Thus, peace is not just the absence of war or armed conflict. It is not a passive but an active concept that involves the promotion of many activities that can create an environment in which peace is sustained and conflict that may disturb peace is prevented. Such an environment is possible when not only the country is at peace, but there is peace in the individual, in the family and in the local community (Chakrabarti and Bhargava, 2004). Peace can indeed be achieved in a peaceful way. This way can encompass various activities like: dialogue, ensuring that all categories of people are heard, recognising the diversity of people and embracing unity in diversity; just distribution of resources and power, imbibing tolerance and equality and generally by creating a culture of peace in our values, attitudes, traditions, and behaviour. There are various factors that can lead to conflict and disturb peace. Aladejana and Aladejana (2003) identified 19 factors amongst which are: differences in culture, unemployment, poverty, intolerance, unequal opportunities, lack of education of the youths and communication gap/lack of dialogue. Chakrabarti and Bhargava (2004) identified various factors that have led to conflict that has distrusted peace in the past to include: monopoly over knowledge which has led to the exploitation of the uneducated by the educated; technological disparities, dictatorship, existence of disparities in the provision of basic requirements; selfishness and lack of cooperation, lack of scientific temper; environmental considerations and genetic factors. It is thus seen that justice and fairness are prior to peace, for without these there can be no lasting 105
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OL AOLUWA IWO Component Scores EJIG
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References [1] Abiodun J.O. (1981)
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