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

European Journal of Social Sciences - Volume 2, Number 1 (2006)
believed to be inflicted on one by supernatural powers. This has constantly led to great family and local
community conflicts. The curriculum has dealt extensively with these diseases, their causes and
prevention. A student who passes through the JSS integrated science will be able to take proper care
when any of these diseases arise. This will be especially so if the teacher can apply the instruction to
the misconception.
Sex determination
In the Nigerian society, a family is not successful unless there is a male child who is believed
will be the one to carry on the family name and who will hold the home in future. When a woman now
has all-female children, the fault is put solely on her and this is a great source of conflict in the home.
The curriculum describes adequately that having all-female children is not the problem of the woman
but purely a chance event and basically depending on which of the man’s sperm fertilizes the egg.
Inheritance of characters (dominant and recessive traits).
The fact that some characters can be manifested in an offspring even when it is not visible to the
parents is a topic in the curriculum. Conflicts often arise when some men doubt the paternity of their
children based on their physical appearance e.g. when parents who are non-albino give birth to an
albino child. It will be possible for students to explain such inheritance patterns without conflict.
Question 2. Does the implementation of the curriculum encourage nation wide
cooperation among all the students?
The same curriculum is used throughout all the private and public JSS in the 36 states of the country.
The same examination conducted by the National Examination Council (NECO) is taken by all these
schools at the end of the 3 year course. Marking of the scripts is done by exchange of scripts amongst
teachers in the different states. Along with this examination, each of the states conducts JSS
examinations for its own students. This makes it imperative for students in different schools and even
different ethnic groups to cooperate in the areas of quiz competitions, science week activities, field
trips, science exhibitions, and studying together. According to Saloman (2003), studies have shown
that there is consistent positive correlation between the number and perceived depth of inter-group
friendships developed during such activities. Thus inter-group activities have led to a greater
acceptance of members of other groups and this is important in developing a culture of peace.
Question 3: can the use of the curriculum help to remove disparity between the
privileged and unprivileged?
Since the curriculum is used by all JSS schools in Nigeria, all the privileged high brow private
school students as well as unprivileged public school students share the same information and use even
the same textbooks. The result is that the children of low socio-economic status are not at a
disadvantage in terms of what is being learnt. Children of the privileged and unprivileged can attain the
same feats and go into the same future careers. This removal of disparity is essential for all children to
feel at home with each other as they will have common grounds for discussion and interaction and
consequently, less room for friction.
The result is that no one group will have monopoly over knowledge. Once there is monopoly of
knowledge, there is the exploitation of the unprivileged by the privileged and the ultimate result of all
of these is revolt and conflict. Presently in Nigeria, those that form the ethnic militias and fighters in
the various conflicts are consistently the unprivileged that have little or no access to good education.
According to Chakrabart and Bhargava (2004), science and scientists are against the monopoly of
knowledge hence all observations and findings are published in reputable scientific journals for
everyone around the world to access.
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