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

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European Journal of Social Sciences - Volume 2, Number 1 (2006)<br />

3). There must be a check in the schools that the appropriate peace values are promoted. The<br />

principals and ministry inspectors should not only check for academic progress and school facilities but<br />

must be aware of the culture of peace values and check for them in schools.<br />

4). Learning activities should encourage inter-group activities like field trips, exhibitions, quiz<br />

competitions and activities that can foster friendship among the students. Government must adequately<br />

fund education such that science education can be made available to all. This will reduce the gap<br />

between the privileged and unprivileged and in a way reduce discord and rebellion.<br />

References<br />

[1] Aladejana, A.I. and Aladejana, F.O (2003). An Analytical Review of Conflicts in Nigeria. A<br />

[2] Proposal for a Culture of Peace. Unesco Conference on Intercultural Education, 15-18<br />

[3] June 2003, Jyvaskyla, Finland.<br />

[4] Aladejana, F.O (2000). Analysis and Review of the Junior Secondary School Curriculum for<br />

Functional Science Education in the 21 st Century. African Journal of Research in Education,<br />

Vol. 1 No 2 p.123-126.<br />

[5] Aladejana, F.O (2003). The Social Responsibility of the Scientist. Ife Journal of Theory and<br />

Research, Vol. 8 no. 3 p73-81<br />

[6] Aladejana, F.O (2004a). Programmes for Fostering a Culture of Peace. In Lasonen, J (ed).<br />

Cultures of Peace: From Words to Deeds, The Espoo Seminar Proceedings, Jyvaskyla ,<br />

University Printing Press, p.101<br />

[7] Aladejana, F.O (2004b). Teacher Education: Roles, Curriculum and Competence. In Ehindero,<br />

O.J and Aladejana, F.O (eds). Introduction to the Teaching Profession. A Publication of the<br />

Institute of Education, Obafemi Awolowo University, Ile-Ife. p78-92<br />

[8] Bajah, S.T. (1989). Integrated Science as a School subject: A Nigerian Case study.<br />

EDUCAFRICA, No15, p.154-168.<br />

[9] Braunger, J. and Hart-Landsberg, S. (1993). Crossing Boundaries: Explorations in Integrative<br />

Curriculum. Database Search Detail, ED 370239<br />

[10] Chakrabarti, C. and Bhargava, P. (2004). Science and Technology as Determinants of Peace.<br />

Here-Now 4U Online Magazine<br />

[11] Ehindero, O.J (1994). The School and Curriculum Evolution in Nigeria. Ibadan, Nigeria,<br />

Texflow Limited, p2.<br />

[12] Federal Ministry of Education (1981). Core Curriculum for Integrated Science: Junior<br />

Secondary Schools, Lagos, Federal Ministry of Education Press.<br />

[13] Kovalik, S. and Olsen, K. (1994). ITI: The Model Integrated Thematic Instruction. Third<br />

Edition. Kent, Washington: Books for Educators, Covington Squire, ED374894.<br />

[14] Lasonen, J. (2004). Educating People in a Culture of Peace. In Lasonen, J (ed). Cultures of<br />

Peace: From Words to Deeds, The Espoo Seminar Proceedings, Jyvaskyla , University Printing<br />

Press, p.11-13.<br />

[15] Page, J.S. (2004) Peace Education: Exploring Some Philosophical Foundations. International<br />

Review of Education, Vol. 50 No 1, p.3-15.<br />

[16] Salomon, G. (2003). Does Peace Education make a Difference. Research on Peace Education,<br />

[17] Haifa Israel. Http://construct.haifa.ac.il/English/peaceeducation.pdf<br />

[18] Shoemaker, Betty Jean Eklund (1989). Integrative Education. A Curriculum for the Twenty-<br />

First<br />

a. Century. OSSC Bulletin Series. Eugene, Oregon: Oregon School Study Council.<br />

[19] Tuomu, M.T (2004). Grandmothers’ Wisdom: Report of the Pre-Conference Seminar of the<br />

a. UNESCO/UNITWIN Conference on Intercultural Education in Lasonen J (ed). Cultures of<br />

Peace: From Words to Deeds, The Espoo Seminar Proceedings, Jyvaskyla, University<br />

112

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