Wondimu Tegegne(PhD) and Ousmane Ba(PhD) Magazine I

PAN AFRICANHERITAGE M A G A Z I N EIN WOLAYITA SODDO

I’m confident that the MA Program in TEFL holds great promise. Dr. Ousmane Ba

I have tasted the bitterness in achieving all the steps but i won them and accomplished my goals with patience. Sister Maria

AIDS is the man made disease created as a weapon of war. Credo Mutwa

APRIL 2015 (NO 1,VOL.1)

Founders & Editors: Ousmane Ba (PhD) and Wondimu Tegegne (PhD)Primary Sponsor: Day Star Hotel

DAY STAR RESTAURANT AND HOTEL

WOLAYITA SODDO

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CONTENTS2 Message from the editors

3 Acknowledgements

3 The Editors

4 The Issue of Dialect and Language: A Difficult Relationship

6 Lika School (National Model School)

7 Teaching Vocabulary: Why and How?

10 developing Communicative Competence

12 Africa, Paving a Way to Development

14 Brain-Gain: Interview with DR.Ba

18 Botha’s speech of 1985

21 Crises in Burkina Faso

23 Remembering History: Sekou Toure and His vision of PanAfricanism

26 Hard Work and Success (Interview with Sister Maria)

28 Ethiopia’s ‘African Tiger’ Leaps Towards Middle Income

30 What is Poetry?

31 The Boys are Transcending

32 Know your Friend

32 Quotations

33 Prophetic Perspectives of Credo Mutwa

35 Traditional Cattle-Counting of Wolayita (Wolayita Lika) (Wealth level Certification)

38 The Emergence and Development of Dicha Football Club

39 Prospects and Challenges of Ebola

PAN AFRICAN HERITAGE M A G A Z I N E

© April 2015 (No 1, Vol.1)

Printing: Maleda Printing Press

0912 38 81 08 Wolayita Soddo

Design: Mase Graphics

0913 20 18 37 Hawassa

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Development is generally considered as positive changes that bring about better quali-ties of life for a population as a whole. In contemporary society, education is expected to support the social and economic development of a country (Shimelis, 2006). For example, education plays a significant role in producing the human force that would be responsible for rapid economic growth. Lockheed and Vespoor (1991) also explained that education improves the productive capacity of societies and develop their political, social, economic, educational and research institutions. It also creates the technological knowledge and skills that is necessary to support the targeted economic development (McNab, 1989). For this reason, education, as a means of devel-oping human resource, is critical for economic growth and poverty reduction (MOE, 1994). Therefore, it can be argued that education plays a direct role in the development of a country.

Getting the benefits of education and making education more effective require the consid-eration of different issues, one of which is sharing experience and information. This magazine, thus, published to enable the WS community to share their experience and the knowledge they have on various issues of English language and literature.

Individuals in higher education (both academic and supportive staff as well as students) are from different background and have various expe riences. For the well-being of the individ-uals and to enhance the development of the institutions, there should be sharing of infor-mation and experiences. Accordingly, this project is aimed at allowing teachers, students and supportive staff to share their experi-ence. Thus, our target readers are students, teachers, supportive staff of WSU and the

members of the local community. To achieve this purpose, we have selected and included a variety of themes from the perspectives of our students and teachers. The topics are meant to encourage critical analytical thinking by the readers.

Currently, an estimated number of 800 million people speak English in the different parts of the globe. English is also used as a language of international communication in different spheres of life: education, trade, office work, diplomacy, etc. As we are in the era of global-ization, the importance of English language skill and knowledge is unquestionable. That is why it is said English language paves the way to your dreams. The relevant English language skills and know ledge are developed via continuous practice. Thus, we believe that this magazine would provide a context for practice by sharing with you different infor-mation related to English language and litera-ture. Accordingly, we have planned to publish magazine twice a year: One at the end of each academic semester (January and June).

Most of the articles included in the magazine are collected from instructors, students of WSU and community cortributors. Besides, many instructors and students contributed their knowledge, energy and resources for the realization of the magazine. Different individ-uals also sponsored the publication. Hence, we express our heartfelt appreciation to every-body who helped us directly or indirectly.

Ousmane Ba (PhD) Wondimu Tegegne (PhD)

The Organizers and Editors of the Magazine

MESSAGE FROM THE EDITORS

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We, editors and founders of the Pan African Heritage Magazine, Drs. Ousmane Ba and Wondimu Tegegne, would like to express our gratitude and token of appreciation to our sponsors for their generous contribu-tions to the realization of this first publica-tion. Without their unselfish donations and advices, this project would not have been realized. Hats off to them!

Wolayita Development Association, Dr. Berhanu Kuma, Dr. Ousmane Ba, Phyllis Craig, Donna Craig, Sister Maria Mekonnen,

ACKNOWLEDGEMENTS

THE EDITORS

Ato Amsalu Walelign, Halaba People’s Devlopment Association Ato Ephrem Zeleke Mohammed and Ato Hero Bukie.

FYI: The editors and founders of the WS Magazine would like to first and foremost thank our readership for their prospective support. It is paramount to point out that the opinions expressed in the various individual articles do not necessarily reflect the views of the executive members of the publication team, nor of any stakeholder.

The Founders and Editors of the Magazine

Drs. Ba and Wondimu are graduate instructors in the English Depart-ment, Wolayita Soddo University.

You can send your comments on the magazine through our email addresses:

[email protected]

[email protected]

Ousmane Ba (PhD) Wondimu Tegegne (PhD)

EDUCATION

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There are thousands of languages in the world. The difference across languages, which is referred to as multilingualism, is a common and natural phenomenon (Holmes, 2001; Romaine, 2000). Similarly, there are variations within a language. Hence, linguistic diversity is not only limited to multilingualism, but there are also variations within the same language. Wolfram et al., (1999) explained that every language differs from place to place and from group to group in various ways. It is gener-ally argued that all languages exhibit a great deal of internal variations (Wardhaugh, 2006). But defining, differentiating and character-izing language and its varieties is not always simple and clear. An attempt is made below to show the difficulties that exist in the defini-

tion of and relationships between language and dialect, which is often considered as one type of language variety.

Dialect is generally defined as any variety of a language used by a group of speakers and characterized by systematic differences in pronunciation, vocabulary and grammar from other varieties of the same language (Dawnes, 1998). The term dialect is also used to refer to any regional, social or ethnic variety of a language (Sailzmann,2007:Wolfram, 1998). A dialect is often considered as a subdivision of a language. However, the meaning of dialect is difficult and controversial when one attempts to define it in relation to language.

THE ISSUE OF DIALECT AND LANGUAGE:

A DIFFICULT RELATIONSHIP

BY: WONDIMU TEGEGNE(PHD) ENGLISH DEPARTMENT, WSU

EDUCATION

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For instance, Chambers and Trudgill expressed the situation as follows:

But what exactly is a dialect? In common usage, of course, a dialect is a substan-dard, low-status, often rustic form of language, generally associated with the peasantry, the working class, or other groups lacking in prestige. DIALECT is also a term which is often applied to forms of language, particularly those spoken in more isolated parts of the world, which have no written form (2004:3).

The term dialect, therefore, is used to repre-sent varieties of a language in a given context. In some other context, it is used to refer to language itself. Haugen, cited in Wardhaugh (2006), has pointed out that language and dialect are ambiguous terms. Wolfram (1998) also noted that the boundary between dialects and languages is not clear when we observe them closely. Hudson(2001) added that there is nothing absolute between the distinction between language and dialects. Consequently, scholars experience considerable difficulty in deciding whether one term should be used rather than the other in certain situations. In connection to this, Chamber and Trudgill (2004:3) stated that “In particular, we are faced with the problem of how we can distinguish between a language and a dialect, and the related problem of how we can decide what a language is.” For this reason, it is challenging to find criteria that clearly delimit the two, language and dialect. However, different criteria were designed to distinguish language and dialect.

One way of differentiating the two is by consid-ering language as a group of mutually intelli-gible dialects. Sailzmann(2007:175) stated that ”Dialects that are mutually intelligible belong to the same language “That is, if the speakers of two varieties can understand each other, then the varieties are considered as the same language, otherwise they are not (Hudson, 2001). But, differentiating dialect and language based on this criterion is not always applicable as the following examples illustrate. Many of Chinese dialects such as Pekingese, Cantonese and Shanghai are mutually unintelligible, but they are considered as one language (Wolfram,

1998). Similarly, German is considered as a single language, but some varieties of German are not intelligible to speakers of other types (Chambers and Trudgill, 2004).

On the other hand, the speakers of Swedes and Norwegians are able to communicate with each other, although their distinct culture and literature mark them as different languages. Similarly, Gumpertz, cited in Wardhaugh (2006), stated that Hindi and Urdu are mutually intelligible, but because of difference in politics and religion, they are considered as different languages. These examples show that the use of mutual intelligibility as differentiating criteria may not be applicable in all circumstances and for all languages and dialects.

Hence, the notions of language and dialect are not basically linguistic construct (Romaine, 2000). Crowley (2006:29) said that “The asser-tion that a language is a dialect with an army and navy draws attention to the fact that the distinction between the two is more likely to be based on political imperatives rather than linguistic features.” Languages serve both political and social functions. In order to define a language, therefore, it is important to identify its social and political functions, as well as its linguistic features (Holmes, 2001; Adger and Christian, 2007).

From the above examples and justifications, it can be understood that apart from linguistic features, socio-cultural, political, psycholog-ical, historical and religious factors play crucial role in defining and determining boundaries between language and dialect. As a result, the meaning and relationships between language and dialect appears to be difficult and complex. In spite of such controversies, it is generally argued that it is possible to distinguish them in terms of size: a language is larger than dialect (Hudson, 2001). Thus, dialect is regarded as a subdivision of a particular language and language is the collection of dialects (Chambers and Trudgill, 2004).

EDUCATION

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Wolayita Liqa School was being constructed from 2004 G.C to 2007 G.C by WODA in collab-oration with embassy of Japan based on the recognition given from Educational Bureau of the region. The school started teaching learning process in 2008 G.C. The year of inauguration was achieved in the period of historical Ethio-pian millennium (2000 E.C) and hence named as Wolayita Liqa School (“Liqa” means millen-nium in Wolayitigna). It was inaugurated and commenced in the presence of Ambassador of Japan, Wolayita people and different higher administrative bodies of Wolayita zone and SNNPR state.

When the school was first established, it was intended to provide primary 2nd cycle school (5th – 8th) education. Later WODA decided to open the next levels: secondary 1st cycle (9th-10th) and secondary 2nd cycle or prepara-tory school (11th - 12th). Nowadays, the school contains of primary and secondary school. The primary school includes grade 5-8, and it is called ‘Wolayita Liqa primary school’. The secondary school includes grade 9-12, and it is called ‘Wolayita Liqa secondary and prepara-tory school’.

Currently, the school provides quality educa-tions to students in teaching classrooms, relatively well and organized library services, display laboratory rooms, with suffi-cient number of desks, books and computer center. In addition to these, the school provides bus service, student’s feeding and residence, broadband internet service, staff and students cafeteria service.

The school produces dynamic students at national level scoring the astonishing result. The result scored in 2006 E.C was the first and ever most marvelous result at the national level. That is why the school is called National Model School. So the school has been producing miracle students who are supposed to solve the problem of the country especially by natural science field.

LIQA SCHOOL (NATIONAL MODEL SCHOOL)

BY: DANIEL BALTA WODESO

EDUCATION

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In the learning and teaching foreign language, vocabulary plays significant role. It is one element that links the four skills of language, i.e., listening, speaking, reading and writing all together. In order to communicate well in a foreign language, students and teachers should acquire and apply an adequate number of words and should know how to use them accurately in communication. Many scholars for example (Willikins, 1972& 1976; Harmer, 1991, Richards, 2000, Thornbury, 2002) express that without adequate knowledge of vocabulary, we cannot express ourselves appropriately even if we master the grammar of the language. Regarding this idea, Harmer (1991:153) states that;” if a language structure makes the skeleton of the language, then it is vocabulary that provides the vital organs and the flesh. An ability to manip-ulate grammatical structure does not have any potential for expressing meaning unless words are used.’’ In addition, the well known linguist Willikins(1972) stated that people could describe few things without grammar, but they could express nothing without vocabulary. Besides, Richards (2000) pointed out that vocabulary is the centre of language. It is the tool of thought, self-expression and communication. Hence, to

improve the vocabulary ability of the students, the teacher must create awareness of the strat-egies employed in learning vocabulary.

It is assumed that vocabulary is the heart of the language; which means without some knowl-edge of vocabulary neither language production nor language comprehension would be possible. The growth of vocabulary knowledge can only be possible when teachers employ effective vocabu-lary teaching and learning strategies in real life situation or put in practice (Deller &Hocking, 2000). In connection to this, Thornbury (2002:13) noted that‘’ If you spend most of your time studying grammar, your English will not improve very much. You will see most improve-ment if you learn more words and expressions. You can say very little with grammar, but you can say almost anything with words.

In addition, Wilkins (1976), verifies the impor-tance of vocabulary teaching in communi-cation. As to him, insufficient vocabulary or vocabulary deficiency will result in communica-tional barriers or failures. Without the media-tion of vocabulary, no amount of grammatical or other types of linguistic knowledge can be

TEACHING VOCABULARY:

WHY AND HOW?

BY: TESFAYE BUCHE (GRADUATE STUDENT IN TEFL)

EDUCATION

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employed in second language communication or discourse (Wilkins, 1976).

According to Widdowsen (1972) the native English speaker can understand those language materials with correct vocabulary, but not so proper in English grammar rules. In addition, Lewis (1993) held the idea that vocabulary acquisition is the main task of second language acquisition and the language skills as, listening, speaking, reading, writing and communicating; all cannot go without vocabulary. Finally no vocabulary means no communication and no communication means no language. The ultimate goal of language is to communicate effectively, so to communi-cate effectively and efficiently the mediation of vocabulary is mandatory issue.

As vocabulary is important for communica-tion students and teachers should pay atten-tion to the teaching and learning of vocabulary. Teachers should use variety of techniques to teach vocabulary. Vocabulary teaching strat-egies are a techniques or tactics of teaching vocabulary. Many researches pointed out that the strategies of teaching vocabulary in different ways. Some of the strategies that are relevant to the teaching of vocabulary are:

Repetition: is essential for vocabulary learning because there is so much to know about each word that one meeting with it is not suffi-cient to gain this information, and because vocabulary items must not only be known, they must be known well so that they can be fluently accessed (Nation, 2001:74). The teacher should use repetition while teaching vocab-ulary, in order to improve students’ vocabu-lary acquisition skill. The teacher should show the meanings of an English words. There are several ways to show the meanings of an English word, through such aids as: (1) objects that can easily be brought to class (umbrellas, scissors, tools, buttons of many colors and sizes, etc); (2) drawings by the teacher and drawings by the students; (3) demonstrations to show actions (Allen, 1983:41). Allen recommends teachers using the real object whenever possible when showing the meaning of an English noun. Real objects are better than pictures.

Contextualization: Every word has its own usage context. It is ineffective for students to master words from the concrete situation if the teacher explains them monotonously and abstractly. Lack of context makes vocabu-lary learning difficult. Words taught in isola-tion are generally not remembered. Therefore the background knowledge of words is very important in vocabulary teaching. Coady (1987) suggests that background knowledge may serve as compensation for certain syntactic deficiencies.

Role-Play: There are varieties of activities in a classroom to help students learn target language effectively, such as games, music, dramatic stories, amusing anecdotes etc. Role-play is one of them. Role-play helps students learn effectively and use target language as freely and communicatively as they can. Role-play aims at fostering the ability of students and is charac-terized as mutual teaching and learning. It can realize the teaching model of “students play a principle role and the teacher plays a leading role” (Littlewood, 1981:56).

According to De Neve and Heppner (1997), the main steps of designing role-play are summa-rized as follows: (1) Firstly, teachers should choose a situation for a role play, keeping in mind students’ needs and interests. Teachers should select role-plays that will give the students an opportunity to practice what they have learned. (2) The next step is to come up with ideas on how this situation may develop. Students’ level of language proficiency should be taken into consideration. (3) After finishing selecting a suitable role play, teachers should predict the language needed for it. It is recom-mended to introduce any new vocabulary before the role play. (4) This step implies providing students with concrete information and clear role descriptions so that they could play their roles with confidence. Teachers should describe each role in a manner that will let the students identify with the characters. (5) Teachers ask for some volunteers to act out role-play in front of the class in this step. It is recommended that teachers avoid intervening in a role play with error corrections not to discourage the students. (6) Once the role play is finished, teachers should give feedback to students. This means pointing out students’ advantages and disadvantages.

EDUCATION

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To improve our students’ vocabulary skill, teacher should use the following strategies. These are:

Contextualization of the vocabu-lary lesson into the real life situa-tion.

Creating situation for communica-tive exchange.

Focus on function of language.

Teach aspects of vocabulary such as, use, form and meaning of words.

Show students the meaning relationships while teaching vocabulary.

Using collocation to teach vocab-ulary

Teach words in conversation to vocabulary lesson

Use words in communication

Use connotation of words

Use pictures and drawings while teaching vocabulary

Using illustrative sentence while teaching vocabulary lesson

Grouping words while teaching vocabulary

Teach synonyms, antonyms and hyponyms.

Dramatizing the teaching of vocabulary

Use real object to teach vocabulary

FOOD FOR THOUGHT CORNER: AFRICAN/GLOBAL PROVERBS TO INSPIRE AND UPLIFT

“Education is our passport to the future for tomorrow belongs to those who prepare for it today’’ Malcom X (aka Elh. Malick Shabbazz)

“Whenever Men straighten up their back, they are going somewhere. A man cannot ride your back unless it is bent” Dr. M. L. King

“Peace is not merely the absence of tension; it is the presence of justice” Dr. King

“If you ain’t got anything you are willing to die for, you ain’t got anything you are willing to live for” Dr. King

“The darkest point at night is when a new day is about to dawn. It’s only when it’s dark enough that you can see the stars” Dr. King

“It’s not your aptitude but your attitude that deter-mines your altitude” Anonymous

“It’s easier to go downhill than to go uphill, but the view is from the top” Anonymous”

“Perseverance is what makes the impossible possible, the possible likely, and the likely definite” Anonymous

“A people without knowledge of its history is like a tree without roots” African proverb

“If empires distinctions and achievement were not the result of corruption, if true honor was the result of Merit, countless people who are naked would be clothed and countless people who rule would be ruled.” W. Shakespeare

“If I was able to see further than most, it’s by standing on the shoulders of giants” I. Newton

“Whosoever diggeth a pit shall fall in it” Bible

“If you fail to plan, you plan to fail” Anonymous

EDUCATION

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Communicative language teaching involves developing language proficiency through inter-actions embedded in meaningful contexts. This approach to teaching provides authentic oppor-tunities for learning that go beyond repetition and memorization of grammatical patterns in isolation. A central concept of the communica-tive approach to language teaching is commu-nicative competence: the learner’s ability to understand and use language appropriately to communicate in authentic Language teaching in the United States is based on the idea that the goal of language acquisition is communica-tive competence: the ability to use the language correctly and appropriately to accomplish communication goals. The desired outcome of the language learning process is the ability to communicate competently, not the ability to use the language exactly as a native speaker does.

Communicative competence is made up of four competence areas: linguistic, sociolin-guistic, discourse, and strategic.

Linguistic competence is knowing how to use the grammar, syntax, and vocabulary of a language. Linguistic competence asks: What words do I use? How do I put them into phrases and sentences?

Sociolinguistic competence is knowing how to use and respond to language appro-priately, given the setting, the topic, and the relationships among the people commu-nicating. Sociolinguistic competence asks: Which words and phrases fit this setting and this topic? How can I express a specific attitude (courtesy, authority, friendliness, respect) when I need to? How do I know what attitude another person is expressing?

Discourse competence is knowing how to interpret the larger context and how to construct longer stretches of language so that the parts make up a coherent whole.

Discourse competence asks: How are words, phrases and sentences put together to create conversations, speeches, email messages, newspaper articles?

Strategic competence is knowing how to recognize and repair communication break-downs, how to work around gaps in one’s knowledge of the language, and how to learn more about the language and in the context. Strategic competence asks: How do I know when I’ve misunderstood or when someone has misunderstood me? What do I say then? How can I express my ideas if I don’t know the name of something or the right verb form to use?

The notion of social acceptability and the correct use of language depend on what we understand of the norms of behavior in the target language. If the goals of language teaching are to enable the learner to communicate with both native and non-native speakers in English, then it is important that the norms of language behavior of interlocutors from a range of different cultures are also taught in the English language classroom. This means that the learners must not only be linguistically competent but also communicatively competent, having “the knowledge of linguistic and related communi-cative conventions that speakers must have to create and sustain conversational cooperation” (Gumperz, 1982,). The differences in accepted norms of behavior are generally reflected in speech acts. The analysis of speech acts by Searle (1969) is of great interest in this connec-tion because explicit criteria for the functions of speech acts are proposed. In a speech act the relationship between grammatical form and communicative function is accounted for by saying that each utterance is associated with a certain illocutionary force indicating device or illocutionary act potential (Searle, 1969). However, speech acts are not compa-rable across cultures (Schmidt and Richards, 1980). Culture-specific speech acts necessitate a

DEVELOPING COMMUNICATIVE COMPETENCE

BY: DESALEGN YOUPO (GRADUATE STUDENT OF TEFL)

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familiarity with value systems. Only then can the illocutionary force behind the speech act be understood. Learners of English must be made consciously aware of the differences in certain speech acts when used by a native speaker of English and by a second language learner of the language because the values and cultural norms underlying the English language which a non-native to refer to the rules of language use (Jacobovits, 1970). Can ale and Swain use the term to refer to the relationship and inter-action between grammatical competence (a knowledge of rules of grammar) and socio-linguistic competence (a knowledge of’ rules of language use). Canale’s (1983) definition of communicative competence encompasses four different components. They are (i) grammatical competence, (ii) discourse competence, which is the ability to connect sentences in discourse to form a meaningful whole out of a series of utterances, (iii) sociolinguistic competence, which refers to knowledge of socio cultural rules of the social context in which language is used, and (iv) strategic competence, which refers to communication strategies which speakers use when speaker uses are not neces-sarily the same as the The term communica-tive competence has been used communication breaks down as a result of imperfect knowl-edge of the language. These strategies include correcting, paraphrasing, circumlocution, repetition, hesitation, avoidance and guessing (Savignon, 1983).

However, in developing communicative competence, the rules of grammar cannot be discounted. Although, according to Hymes (1972) there are rules of’ grammar which are useless without the rules of language use, there are also rules of language use that would be useless without the rules of grammar (Canale and Swain, 1980). Without some minimal level of grammatical competence, one is not likely to be able to communicate with a monolin-gual speaker of the language one is learning. According to Allwright (1985), grammatical competence is part of communicative compe-tence and it can be developed after communi-cation has been achieved.

THE ADVANTAGES OF DEVELOPING STUDENTS COMMUNICATIVE COMPETENCE

While developing their speaking abilities and increasing their vocabulary level, students simultaneously develop their listening skill and also gain confidence during the process of communication. It is apparent that an English context is automatically created during various activities when implementing CLT while English is used as the medium for students to communicate with each other. The English context can help students cultivate their sense of the language, and create an atmosphere where students can improve their English ability. CLT provides students an opportunity to speak and share ideas in a relatively relaxing way. There-fore, students become the protagonists in the classroom, and their initiative and motivation are both enhanced. A problem that the lack of an English context may block students‟ English study can be solved by implementing this teaching method, because CLT not only focuses on developing students‟ listening and speaking skills of English, but also reading and writing skills.

CLT can introduce new teaching methods, creating a diversified teaching process. Teachers can use various resources to help students develop their communicative skills, which is another manifestation of the diver-sity of the teaching method. For example, English teachers can use pictures to promote group discussions, thereby helping students understand the informational and cultural background of various topics. Games can also be used to help students learn vocabulary and practice their writing skills. More specifically, teachers can help students create an English context when teaching grammar and Western culture. They can ask students questions such as “If you had been born in the United States, how would your life be different now?” “What experiences would you have had?” “What things would not have happened to you that actually have?” During group discussions, students not only practice their spoken English, but also learn about different cultures. Grammar can also be practiced during this process.

PAN-AFRICANISM

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For some, the African continent will never get to development under the pretext of being a cursed continent. Worse, others use biblical story of Cain and Abel to justify this stereotype that is nothing other than a shadow that blurs our perception and a strain that soils our mind. Ladies and gentlemen, the truth is, Africa is far from a cursed continent. But, why is she aside of history. Why she is lagging behind underdevel-opment? To the very last, why can’t she prosper like any other nation? These are questions that should reverberate in the mind of any African working for the advancement of his people.

In the early 1960s most African countries got to independence. But, the then contemporary period was characterized by waves of disillu-sionments due to the failure of largely self-ap-pointed leaders who ruled the different parts of the continent backing up their policy with so beautiful promises they never fulfilled. Africa is struggling to dissipate the cloud that stabilizes her to abject poverty. Nonetheless, after under-standing like Ayi Kwei Armah that the “beautiful ones are not yet born”, we should get back to the drawing board and start a new age.

AFRICA, PAVING A WAY TO

DEVELOPMENT

PAN-AFRICANISM

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There are many ways to attaining develop-ment. Just a sustainable and ensuring policy is needed. Whenever we talk about devel-opment, we de facto think about economic growth. William Tordoff’s analysis leads him to argue that defining “development is even more problematic. The concept is Western and was originally expressed in economic terms”. Remarkably, development is polysemic term. The fact that it is being coined under Western perspective makes its applicability inappro-priate to Africa. Though economic development might be indispensible, it is not the only stage that underdeveloped nation should go through. As long as we last for development, we, as a people, must get rid of this abysmal ignorance and get the show on the road; in other words, start working seriously.

African statesmen have tempted to do so but, they started with the rampant and so-called democracy. A worldwide historical survey demonstrates that no country has been devel-oped on the basis of development. This concept is rather ideological completely different from economic growth which is result-based. Pranab Bardhan puts forward that “democ-racy may be particularly susceptible to popular pressures for immediate assumption, unpro-ductive subsidies, autarchic trade policies, and other particularistic demands that may hamper long-run investment and growth.” Democracy as an ideology is not an archetype for devel-opment. Though it can balance the social, economic, and political health of a country; limit the abuse of power from the exclusive, it is neither necessary nor sufficient for effective development.

To another angle, language is surely one of the most important elements in the growth or reproduction of any nation. The English Language is the archetype of the American development as well as China which reaches the peak because of its culture and civilization. But having an inside look to Africa one sees the after-effects of colonization. Why do we Africans have to downplay our local languages at the promotion of the Western languages imposed by colonial powers? It is as candid as Ngugi wa Thiongo delineates that “cultures under total domination from the others can be crippled, deformed or else die. Cultures that

change to reflect the ever-changing dynamic of internal relations and which maintain a balanced give and take with external relations are the ones that are healthy.” It is as if we are accepting to a common assent a brain drain. The masses of our people are still ignorant and negligent to the point of seeking shelter to fatalism.

True, we were imposed European languages, but, this should not prevent us to have active consideration of ourselves. So do speak many thinkers according to whom the one having the monopole of language controls your economic, political, cultural, social, and psychological stratums. He is far more powerful than you pretend to be. To paraphrase Ngugi, “he is in a way to control the memory of your community.”

The sickness of Africa is its people. To illustrate this evidence, Steve Biko, one of the giants of the Black Consciousness Movements argues that cynicism and in action is what kept black people “confused and always hoping that one day God will step down from heaven to solve their problems. It is people such groups. Who keep on scanning the papers daily to detect any sign of the change they patiently await without working force”

In the light of our analysis, we could assume that political systems are devoid of efficiency, coup d’états and civil wars are extensive, democracy is unsustainable; let alone economic development; power represents a national cake.

This is Africa “Africa de selvas humesdas y gordos sordos”; if fell the tom-tom beats of these words from Nicolas Guillen like any other African. “Africa of proud warriors in the ancestral Savannah”; this is how David Diop extolled your merit. Here you are, sick and tired! With a heart beaming, not with joy but sorrow, we bow down and beg your pardon. Let us altogether pray for Africa and fight to regain our pride because it shall not vanish. Be yourself and always remember that:

Development is a change of Attitudes!!!

By: Jean-Pierre Maro (Taken from the Voice, 2011) (G.B. University, St Louis, Senegal)

BRAIN-GAIN

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Interviewer: Thank you for your willingness to share with us your experience.

Dr. Ba: My pleasure!

Interviewer: Who is Dr. Ousmane Ba?

Probe: Your educational qualification and your experience in English teaching and research, articles you have published and seminar papers you have presented, etc?

Dr. Ba: Dr. Ba is an hyphenated American with deep roots in Senegal. This West African Atlantic coastal state was to be the primeval and formative milieu where my academic and professional life journey started off. I expatri-ated to Uncle Sam’s (USA), as destiny would have it, in the fall of 1978 GC upon completing my first degree in English/ American literature at the University of Dakar, currently Cheikh Anta Diop University. I was awarded a teaching Assistantship to teach French at the University of Illinois and pursue post graduate education opportunities; needless to say, I took full advan-tage of my qualification for tuition and fee waiver as University faculty member to enroll/complete a Masters in English/American liter-ature. Later, after years of professional practice in Chicago, in the federal capital (Washington DC), and in Miami (Florida), I returned to

school to secure/complete a terminal degree (PhD) in Higher Educational Leadership from Nova Southeastern University’s reputed Fischler School of Education and Human Services. I’ve authored, co-authored, prefaced, and published the following:

• Article in the ‘Safara’ International Academic Review, entitled “Peace Educa-tion: A Critical Examination of the nexus between Fundamental Freedoms and Sustainable Development in the African Continent” (a peer-reviewed article)

• Published a story-telling book for primary education in Ethiopia, “Folktales from the Diaspora” (Debre Berhan Teacher educa-tion’s Center of Excellence) -2011

• Written and published poems in newspa-pers (Evanston Community newspaper) ,

• Prefaced “Adventures of the Scapegoat: Retribution” from African American autobiographical/fictional novelist Donnell Craig,

• Prefaced and helped develop “Introduction to English” (a beginner) and “Culture and Identity” (Intermediate) for the EPIIAD International school. I helped design,

BRAIN-GAIN: INTERVIEW

WITH DR .BA

BRAIN-GAIN

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create and adapt both textbooks to minister to the needs of the student clien-tele in Bamako, Mali (2006-2012). Under my leadership, as owner of this private international education institution, the school’s reputation was widely acclaimed and it enjoyed the support of commu-nity leaders and public officials alike for its leadership in the education sector; we actually benefitted from sponsorship from the then Mali Minister of Culture, Dr. Aminata Dramane Traore, a strong voice for pan-africanism and resolute advocate of respect for human, civil and women rights.

• I’ve hosted many international educa-tional venues during my 38-year tenure as career educator and have attended and presented papers on various engaging issues and thematics in education, litera-ture, communications, peace and conflict prevention/resolution at many confer-ences and symposia in the USA, Canada, Europe (UK) and across Africa.

• I have taught in public schools and city colleges in Chicago, Washington DC and Miami, not to mention universities in Senegal, Djibouti, Ghana, Algeria, and Ethiopia (Debre Berhan & Wolaita Sodo).

• I’ve been featured in many radio and local TV programs in Chicago and Atlanta. I had a cable TV program in Chicago and have hosted cultural program extrava-ganzas in Miami.

• I am versatile and write in English as well as French. I’m currently ‘sitting’ on a wealth of autobiographical material and education research manuscripts that are soon due for publication.

• As far as entrepreneurship, I’ve owned/operated an international guesthouse and screen-printing business, “Crossroads Oasis International”, in Dakar, Senegal, (1997-2003) where I brought tour groups from the USA and received visitors/tourists from various parts of Africa and Europe.

• In 2004/05, I established a public trans-portation business in Accra, Ghana, “Eden-lanes Transport”, which linked the corridor of Accra to Lome, Togo.

• I owned and operated a cultural center, “Adam’s Cultural Oasis” in Miami, Florida, in 1991, and later in 1997/98 established The Heritage Oasis Sentinel, a multi-purpose cultural center which included reception/conference room, art gallery, African boutique, and where computer literacy, African language and art/craft classes were offered on weekends.

Interviewer: How many languages do you speak?

Probe: What are they? Which language(s) do you prefer? Why?

Dr. Ba: I have native command of English, French and Wolof (National language of Senegal) and limited command of German, Spanish and Mandingo. It is obvious that Wolof, my native language is my favorite, however English, as lingua franca and by virtue of its utilitarian nature, is most useful for professional uphill mobility and to navigate and survive in our age of globalization.

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Interviewer: You have said you can speak 6 Languages. How have you learned them?

Probe: What is the importance of knowing a language?

Dr. Ba: Beside Wolof, my native language, and some Spanish, through years of exposure in Miami, all the other languages I speak were learnt from school. As a culturally rooted phenomenon, language is the vehicle of trans-mittal of a people’s cultural heritage, tradi-tional values, ethical norms and mores, its worldview and its concept of what is ‘right’. Learning and knowing a language gives one insight into a target culture, its history and identity. Language learning is unquestion-ably a contributor to cultural enrichment and a potential bridge to peace and understanding between cultures. Languages are therefore to be preserved, for every language that we let ‘join the dinosaur’ list is like a cultural library that burns down.

Interviewer: Your home is both at Senegal and Chicago? Please tell us how and why you are here at WSU?

Dr. Ba: Yes indeed, I live in both places, even though I’ve been crisscrossing the continent for about a good 10 years now. My presence in WSU is consistent with my dedication and resolve to take active part in the ‘Brain-Gain’ repatriation trend to help in the good-will pan-African effort to build academic/ institu-tional capacity in Africa’s higher educational landscape. The symbolism of Ethiopia to the global African Diaspora, as the seat of the OAU, now AU, where human life was first excavated (Dinknesh), is known fact, and has undoubtedly influenced and justified my current sojourn in the land of Kush and Abyssinia, as my current host country.

Interviewer: What are you currently doing at the English Department, WSU?

Dr. Ba: I’m currently teaching a Masters Year 1 course to Regular students, all of whom are professionals in the education sector. Additionally, I have three advisees who are currently gearing up to defend their MA thesis final report in TEFL.

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Interviewer: The English Department opened an MA Program in TEFL three years ago? What is your opinion about the postgraduate program and students and instructors in the program?

Dr. Ba: I’m confident that the MA Program in TEFL holds great promise. Students are highly motivated and have demonstrated indepen-dence/autonomy and discipline throughout the various developmental stages and processes involved in the execution of their work. This performance speaks to the post-graduate instructors’ competence and would not have been possible without their coaching advisors who have spared no effort in going beyond the call of duty to ensure advisee success.

Interviewer: You are teaching and advising post graduate students. How do you charac-terize your relation with post graduate instruc-tors of the English Department?

Dr. Ba: My relationship with post graduate colleagues of the English department is colle-gial and convivial. It is based on mutual respect, support and active collaboration in the tedious task of guaranteeing success to our students and advisees

Interviewer: Recently, you and your friends started regular discussions on various topics. How was this idea planned and implemented?

Probe: What are the themes of the discussion? How do you see the benefits of the discussion to the development of academic discussion in the university?

Dr. Ba: The idea of informally instituting Pan-African International day (PID) on Thurs-days and Sundays came out of a small group of us’s active quest for answers and respon-siveness to the quasi dysfunctionality and irrelevance of (tertiary) education in most African education institutions that chronically suffer from paradigm paralysis. This form of amnesia explains why Africa’s development is stalled. As change-agents and academics, we have taken it upon ourselves to brainstorm on sustainable solutions to Africa’s prolonged entrenchment into a cycle of bad governance, poverty and conflict that threaten to lower the Continent yet into a fourth world status.

These concerns caused us to kick-start panaf-rican roundtable discussions which we hope could have the propensity to gain momentum and eventually translate into bigger academic fora, not only here at WS, but to also other post-secondary institutions in Ethiopia and Africa at large. After all, it must be remem-bered that Ethiopia has and still plays a critical leadership role as headquarter of the AU and the panafrican movement for more than half a century. It is therefore the responsibility of education decision-makers to create scholastic opportunities for learners and faculty alike to engage with one another in devising structured platforms such as the PID where the redeeming developmental benefits of the panafrican discourse could be explored, evaluated, and assume center-stage.

Interviewer: What advice would you give to students on how to improve and develop their English Skills?

Dr. Ba: Motivation to seek exposure to a literate environment, immersion into meaningful target language tasks and availing oneself of oppor-tunities for practice of all 4 macro-linguistic skills, motivation and proactive exploration of electronic resources, radio/TV broadcast, and print press in the target language can all be helpful strategies to build holistic communi-cative competence in a non-English language milieu.

In these times of rapid InfoTech advances, access to information is ‘at the tip of our fingers; it therefore behooves individual second language learners to wield the energetic and motivating wherewithal needed to tap from and take advantage of the ‘limitless’ world of linguistic resources to upgrade their English skills.

Interviewer: Once again thank you very much.

(The interview questions are prepared and presented by Wondimu Tegegne, PhD)

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Pieter Willem Botha (January 12, 1916 – October 31, 2006), was commonly known as “PW” and Die Groot Krokodil (Afrikaans for “The Big Crocodile”), he was prime minister of South Africa from 1978 to 1984 and state presi-dent from 1984 to 1989. Botha was a long-time supporter of South Africa’s National Party and a staunch advocate of racial segregation and the apartheid system; however, he engineered a loosening of some of the government’s most stringent racial policies toward the end of his career.

Botha speech 1985:

THE FOLLOWING is the speech made by former South African President P.W. Botha to his Cabinet.

“Pretoria has been made by the White mind for the White man. We are not obliged even the least to try to prove to anybody and to the Blacks that we are superior people. We have demonstrated that to the Blacks in a thousand and one ways. The Republic of South Africa that we know of

BOT HA’S SPEECH OF 1985

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today has not been created by wishful thinking. We have created it at the expense of intelli-gence, sweat and blood. Were they Afrikaners who tried to eliminate the Australian Aborig-ines? Are they Afrikaners who discriminate against Blacks and call them Niggers in the States? Were they Afrikaners who started the slave trade? Where is the Black man appreci-ated? England discriminates against its Black and their “Sus” law is out to discipline the Blacks. Canada, France, Russia, and Japan all play their discrimination too. Why in the hell then is so much noise made about us? Why are they biased against us? I am simply trying to prove to you all that there is nothing unusual we are doing that the so called civilized worlds are not doing. We are simply an honest people who have come out aloud with a clear philos-ophy of how we want to live our own White life.

We do not pretend like other Whites that we like Blacks. The fact that, Blacks look like human beings and act like human beings do not necessarily make them sensible human beings. Hedgehogs are not porcupines and lizards are not crocodiles simply because they look alike. If God wanted us to be equal to the Blacks, he would have created us all of a uniform colour and intellect. But he created us differently: Whites, Blacks, Yellow, Rulers and the ruled. Intellectually, we are superior to the Blacks; that has been proven beyond any reasonable doubt over the years. I believe that the Afrikaner is an honest, God fearing person, who has demon-strated practically the right way of being. Nevertheless, it is comforting to know that behind the scenes, Europe, America, Canada, Australia-and all others are behind us in spite of what they say. For diplomatic relations, we all know what language should be used and where. To prove my point, Comrades, does anyone of you know a White country without an investment or interest in South Africa? Who buys our gold? Who buys our diamonds? Who trades with us? Who is helping us develop other nuclear weapon?

The very truth is that we are their people and they are our people. It’s a big secret. The strength of our economy is backed by America, Britain, Germany. It is our strong conviction, therefore, that the Black is the raw material for the White man. So Brothers and Sisters,

let us join hands together to fight against this Black devil. I appeal to all Afrikaners to come out with any creative means of fighting this war. Surely God cannot forsake his own people whom we are. By now every one of us has seen it practically that the Blacks cannot rule themselves. Give them guns and they will kill each other. They are good in nothing else but making noise, dancing, marrying many wives and indulging in sex. Let us all accept that the Black man is the symbol of poverty, mental inferiority, laziness and emotional incompe-tence. Isn’t it plausible? Therefore that the White man is created to rule the Black man? Come to think of what would happen one day if you woke up and on the throne sat a Kaff*ir! Can you imagine what would happen to our women? Does anyone of you believe that the Blacks can rule this country?

Hence, we have good reasons to let them all-the Mandelas-rot in prison, and I think we should be commended for having kept them alive in spite of what we have at hand with which to finish them off. I wish to announce a number of new strategies that should be put to use to destroy this Black bug. We should now make use of the chemical weapon. Priority number one, we should not by all means allow any more increases of the Black population lest we be choked very soon. I have exciting news that our scientists have come with an efficient stuff. I am sending out more researchers to the field to identify as many venues as possible where the chemical weapons could be employed to combat any further population increases. The hospital is a very strategic opening, for example and should be fully utilized.

The food supply channel should be used. We have developed excellent slow killing poisons and fertility destroyers. Our only fear is in case such stuff came in! ! to their hands as they are bound to start using it against us if you care to think of the many Blacks working for us in our homes. However, we are doing the best we can to make sure that the stuff remains strictly in our hands.

Secondly, most Blacks are vulnerable to money inducements. I have set aside a special fund to exploit this venue. The old trick of divide and rule is still very valid today. Our experts should

PAN-AFRICANISM

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work day and night to set the Black man against his fellowman. His inferior sense of morals can be exploited beautifully.

And here is a creature that lacks foresight. There is a need for us to combat him in long term projections that he cannot suspect. The average Black does not plan his life beyond a year: that stance, for example, should be exploited. My special department is already working round the clock to come out with a long-term opera-tion blueprint. I am also sending a special request to all Afrikaner mothers to double their birth rate. It may be necessary too to set up a population boom industry by putting up centers where we employ and support fully White young men and women to produce children for the nation.

We are also investigating the merit of uterus rentals as a possible means of speeding up the growth of our population through surrogate mothers. For the time being, we should also engage a higher gear to make sure that Black men are separated from their women and fines imposed upon married wives who bear illegiti-mate children.

I have a committee working on finding better methods of inciting Blacks against each other and encouraging murders among themselves. Murder cases among Blacks should bear very little punishment in order to encourage them.

My scientists have come up with a drug that could be smuggled into their brews to effect slow poisoning results and fertility destruction. Working through drinks and manufacturing of soft drinks geared to the Blacks, could promote the channels of reducing their population. Ours is not a war that we can use the atomic bomb to destroy the Blacks, so we must use our intel-ligence to effect this. The person-to-person encounter can be very effective.

As the records show that the Black man is dying to go to bed with the White woman, here is our unique opportunity. Our Sex Mercenary Squad should go out and camouflage with Apartheid Fighters while doing their operations quietly administering slow killing poison and fertility destroyers to those Blacks they thus befriend.

We are modifying the Sex Mercenary Squad by introducing White men who should go for the militant Black woman and any other vulner-able Black woman. We have received a new supply of prostitutes from Europe and America who are desperate and too keen to take up the appointments.

My latest appeal is that the maternity hospital operations should be intensified. We are not paying those people to help bring Black babies to this world but to eliminate them on the very delivery moment. If this department worked very efficiently, a great deal could be achieved.

My Government has set aside a special fund for erecting more covert hospitals and clinics to promote this programme. Money can do anything for you. So while we have it, we should make the best use of it. In the meantime my beloved White citizens, do not take to heart what the world says, and don’t be ashamed of being called racists. I do not mind being called the architect and King of Apartheid. I shall not become a monkey simply because someone has called me a monkey. I will still remain your bright star...

His Excellency B

(You can access the information from Google)

CURRENT ISSUE

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Overview of Crisis in Burkina Faso- The overthrow of President Blaise Compaore

SUMMARY OF PAN AFRICAN INTERNATIONAL DAY PRESENTATION (THURSDAY NOV. 13, 2014)

The recent crisis in former Upper Volta marks the culmination of years of increasing socio-political unrest in civil society, among government civil servants, and mutinery in the military. The roots of the recent protests and general upheaval and discontent that led to the removal of President Compaore from office run deep and have far reaching implications.

The deposed president, Compaore, came to power in 1987 in the wake of a ‘coup d’Etat’ against his friend and confident Captain Thomas Sankara, a.k.a. the ‘black Che Guevara’, who was subsequently slain along with eleven of of his followers. Many credible conspiracy theorists and political pundits/analysts have leveled accusations at Compaore for having masterminded Cpt. Sankara’s assassination. Evidence of allegations of his involvement in Sankara’s murder is irrefutable, well established and known fact.

Who was Thomas Sankara? He was a die-hard panaf-rican leader who inspired a sociocultural revolution and renaissance in B.F., popularizing principles and values of self-help, dignity, solidarity, and self-reli-ance. His was a bout against the eradication of hunger, corruption, and discrimination against women. He was a committed and vigorous proponent of African unity and a staunch critic of ruthless capitalist exploitation.

Thomas Sankara ascended to his country’s supreme office in 1983 following a coup against President Ouedraogo, in whose government he had briefly served as Prime Minister and then was imprisoned. In 1984, on the first anniversary of his ascendance to the presidency, he changed the country’s name from the then Upper Volta to Burkina Faso (or Land of people with integrity). Under his brief 4-year revolutionary leadership as presi-dent, the Burkinabes’ standard of living had consider-ably improved and autonomy and self-sufficiency in food was achieved. He was a popular leader and was much revered, especially by the youth. As a change agent and a person with vision, he inspired a cultural revival and placed primacy on the valor and merit of hard work. He will go down in history as one of the greatest and most

charismatic panafrican leaders that the “Faso” and Africa have ever had.

The advent of Compaore to power in 1987 upon Sankara’s murder was characterized by the installation of autocratic rule; soon the socio-cultural and economic gains under the Sankara administration were gradually reversed and compromised, as bad economic/polit-ical governance and chronic corruption took their toll. Soon, opposition to his dictatorship started building momentum which went on in crescendo, climaxing with impactful massive uprisings, riots, and strikes across vital sectors of society. Sustained inflation, gangsterism, nepotism and repeated mutineries in the military, boycotts and strikes from farmers’ associations and government civil servants, all clamoring and bemoanimg the chronic economic crunch, became almost the order of the day.

However, in the last 2 years leading to Compaore’s demise, events took on an acceler-ated pace and irremediable new turn, with his aborted attempts to manipulate the constitution for an additional 5th. term in office after 27 years of unpopular and nepotistic rule. These failed constitutional maneuvers added not only to the

Thomas Sankara

CRISIS IN BURKINA FASO

CURRENT ISSUE

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general social discontent, but further strength-ened the resolve of opposing social forces to coalesce and conjugate their pressure on Compaore, demanding and forcing him to step down. Ex President Compaore has now been granted asylum in Yamoussokro by his neigh-boring peer, President Alassane Ouattara, of Cote D’Ivoire, leaving behind a chaotic country at grip with contending factions agitating for succession.

General Honore Traore, Compaore’s former Aide-de-Camp, wasted no time to exploit the opportunity availed by the vacuum left by the vacated president to grab power, suspend the Constitution, and declare himself head of state of the transitional government. However, Gen. Traore’s ascendency to power was to be short-lived as the military, ironically, voted in lieutenant-Colonel Isaac Zida, former head of the presidential guard in his place. Without providing a clear roadmap, he quickly imposed a curfew and declared that the intervention of the army was merely for security reasons and that power will be thrusted back to civilian control upon the restoration of peace and stability. This power hijack by the military was executed in total disregard of the provisions of article 43 of the B.F. constitution (1991/92), which explicitly states that the President of the Senate is to assume the interim should there be a power vacuum in the presidency. Article 43 further states that the transitional period of tenure by the Senate President was to last between 60 to 90 days, leading to popular elections and transfer of power to civilian rule.

Obviously, this power “kidnap” and military takeover did not augur well with the masses of the people who were the very catalysts behind the revolutionary movement that drove Blaise Compaore out of office, in the first place. Series of civilian demonstrations followed pitting citizens against the military and causing human rights organizations, the interna-tional community, the African Union, ECOWAS, and the USA to warn the military ‘junta’ to respect constitutional provisions, yield the interim to civil-ians, or face possible sanctions.

As this article is being written, final consensus has not yet been reached as diplomatic solutions and negotiations are still being undertaken by countries the likes of Nigeria, Ghana, and Senegal, to resolve the impasse and re-establish constitutional rule.

There are several implications and lessons to be drawn from this historic crisis, but one that stands out , with respect to the pan African agenda, is that the masses of the people are the makers of history. The Osagyefo Dr. Kwame Nkrumah illustratively drives this point home thus: “there is no force however formidable that a united people cannot overcome”.

Ironically, this crisis comes on the heels of the Senega-lese elections of 2012 where massive popular protests against President Wade’s constitutional machina-tions to extend his tenure backfired on him, causing him to lose his grip to power, lose the elections, thus engendering a series of prosecutions from the new “coalition” government against members of Wade’s cabinet, including his son Karim Wade, for embezzlement of public funds and corruption. No stone shall remain unturned in our protracted fight for self-determination against all forms of corrup-tion and undemocratic rule, until true continental integration is achieved. Good governance in a united Africa is indeed possible!

In Love of Africa!

The foregone is a synopsis of Dr. Ba’s presen-tation on the recent crisis and coup in Burkina Faso that forced president Compaore to step down. It is key to note that events are still in progress/ unfolding; a follow-up presentation is therefore at some point warranted to bring us up to date on this landmark event. Isn’t the Karma principle’s veracity once again verified?

Blaise Compaore

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AHMED SEKOU TOURE: HIS LIFE AND LEGACY

The late great President of the Republic of Guinea, Ahmed Sekou Toure, fondly nicknamed the Elephant by his countrymen, was a foremost pan-African icon who will go down in history as an indomitable pioneer of the African indepen-dence era. He was born in 1922 in Faranah , a small village in central French Guinea along the banks of the Niger river. He came from a poor family and at the tender age of 15, was expelled from school for insubordination. His subsequent hiring as clerk in the postal services in the early 1940s marked the beginning of a long period of active involvement in the organi-zation and leadership of local/regional postal worker and labor unions.

The 1940s and 1950s were defining years in his ascendance to the highest office of his country, as they were formative years of trade union activism and pan African leadership at the national and regional level as well. His compelling oratory skills coupled with his coming-to-age political maturity in the 1950s earned him trust and fame among not only his countrymen, but also in the West African sub-region and entire continent, translating into successive nominations as President and

general Secretary of large and powerful trade unions. In the labor union sector, he quickly ascended the echelons and was elected gener-al-Secretary of the Postal Workers Union in 1945. Alongside his workers union activities, Toure was also committed to his pan African ideological calling and in 1947, established a Guinean chapter of the RDA (Rassemblement Democratique Africain= African Democratic Rally), a party founded by Ivorian President F.H. Boigny, and became its General Secre-tary in 1952. He was a founding father of the OAU (now A.U.) in Addis Ababa in 1963, and founding member of both the Organization of Senegal River States in 1968 and the Economic Community of West African States (ECOWAS) in 1975.

In 1957, he went on to broaden his labor leader-ship base and met with other committed peer union leaders of the region in Cotonou, Dahomey (now Benin) to found the UGTAN (Union Generale des Travailleurs d’Afrique Noire= General Union of Workers of Black Africa), and was appointed first President of the union. UGTAN was to be a regional body that centralized under its umbrella all labor movements in French West and Central Africa, and was independent from French regulation.

However, his organization and leadership of the 66-day 1953 general strike which pushed the French government to amend its labor code by upgrading the hourly minimum wage of workers by 20% throughout French Wesr Africa, was perhaps his most memorable achieve-ment. This remarkable success obviously won him great acclaim and resulted in considerable influx of new membership in his PDG (Parti Democratique Guineen= Guinean Democratic Party) party, empowering it to later win 2 out of the 3 seats set aside for Guinea at the French national assembly at the 1956 legislative elections. Furthermore, the following year, the PDG secured yet another victory, winning 56 out of 60 seats at the 1957 legislative elections where Toure emerged as Vice-President of the

REMEMBERING HISTORY: SEKOU TOURE AND HIS VISION OF PANAFRICANISM

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Government Council.; needless to say, Sekou Toure and Saifoulaye Diallo, PDG’s second in rank-and-file, were appointed as overseas deputies at the French parliament. Later in 1957, at the eve of Guinee’s independence, Toure was also elected Mayor of the capital, Conakry.

The accession of Ghana to national sovereignty (1957), a year and a half prior to Guinea, under the enlightened leadership of the Osagyefo Dr. Kwame Nkrumah, could arguably be seen as the inspirational impetus and driving force that influenced President Toure to turn down France’s President Charles Degaulle’s offer/machinations to grant its West and Central African colonies limited autonomy while still remaining in the French colonial commu-nity. The momentous landmark referendum convened by General Degaulle to that effect at a Conakry stadium on September 28 1958 sealed the divorce between Metropolitan France and colonial Guinea. On that momentous occasion, Toure’s resounding NO to Gen. Degaulle and his famous, noble, daring, and unforgettable utter-ance, “We prefer poverty in liberty to riches in slavery”, translated and echoed his unflinching resolve in a most fundamental way. Subse-quently, he naturally emerged as President and founding father of Guinea’s first Republic on October 2, 1958, standing alone as the only French colonial state to demand independence.

Despite challenges inherent to self-rule in a hostile climate of contention, Toure stuck it

out resiliently and was able to realize tremen-dous achievements domestically in the areas of education, youth employment, women rights, and African cultural renaissance. True to his ideological/pan African belief in self-deter-mination of African peoples, Toure was also regionally active either supporting militarily or availing his territory to be used as base for retreat to liberation movements across the Continent, from Cabral’s Guinea Bissau and Cape Verde, to Angola, Mozambique and Apartheid South Africa.

To get a better sense of the historical geo-political context of the time, it must be remembered that the Cold War was in full genesis when Presi-dent Toure took office; the East-West blocs’ arms/space race was at its apex, Vietnam war was escalating, and the Bay of Pigs Invasion was underway (1961), to name only a few of the most critical occurrences that threatened to plunge the world into a nuclear confrontation between the 2 superpowers. In that polarized world, Toure’s was a philosophy of non-alignment along with leaders the likes of his friend/mentor Kwame Nkrumah, Egypt’s G.A. Nasser, and Yugoslavia’s Tito. His allegiance and commitment was to neither of the two rival powers vying for global hegemony and influence; instead of partisanship in this tug-of-war, he chose neutrality, eking out aid from whatever source across the ideological divide.

Turning to and receiving aid from Nkrumah’s Ghana helped considerably in mitigating the impact of western attempts to undermine his presidency. He wasted no time in forging an alliance with his ideological ally and broth-er-in-arms, President Nkrumah, founding a Ghana-Guinea union the very year of Guinea’s independence in 1958. In 1961, the union expanded to include Modibo Keita’s Mali which had just acceded to national sovereignty. Theirs (Toure, Nkrumah and Keita) was a vision of establishing the nucleus for a federated and integrated Africa. This pan African project was however to be foiled and reversed by adver-saries of a pan African state as tragic setbacks followed in fateful succession throughout the continent, in the following decade, with the demise of pan African icons the likes of Congo’s Lumumba in 1961, Algeria’s Ben Bella in 1965, Nkrumah in 1966, and Modibo Keita in 1968.

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In this connection, it matters to emphasize that the overthrow of Nkrumah, his subse-quent grant of asylum and rehabilitation by the Guinean President and people, and his conse-cration as co-president of Guinea speaks not only volumes, but is a narrative of loyalty in the African epic struggle for self-rule that must be written and told to generations yet unborn. In no uncertain way, a lesson must be learned from this noble testimony of altruism that must go down in history as one of the greatest and most honorable deeds by President Toure.

The euphoria of political emancipation was therefore short-lived as France along with its loyal west African cronies operating in Senegal and Cote D’Ivoire vindictively discontinued cooperation with Guinea through total isolation and withdrawal of economic support to under-mine the impoverished new independent state. Many attempts at sabotaging and destabilizing Toure’s regime from inside and out followed. While these plots failed to remove him from power, they created a climate of distrust and suspicion that adversely affected the conduct of his rule; these schemes range from internal conspiracies to the staging of invasions from neighboring countries. These diabolical, and underhanded plots were all executed under the sponsorship of France, Portugal, and of course the complicity from those African leaders and pseudo-intellectuals devoted to the cause of the colonial metropolis.

Ahmed Sekou Toure will certainly be remem-bered by many a pan-African as the symbol incarnate of African resilience, dignity and pride, owing to his staunch opposition to colonial domination and uncompromising commitment to the tenets of auto determina-tion. He was a controversial figure in that to the French colonial empire builders, their African lackeys, and his pro-western peer-leaders, he was dismissed as a radical, notorious dema -gogue and ruthless anti-western autocratic ruler; to African-centered observers, however, he was hailed as a fearless hero who epitomized in many ways that Scriptural David who stood up to the Goliaths of the West and East during the tense years of the Cold War following on the heels of World War II. Whatever verdict western historians may devise about this larger-than-life man, one should always remember

the dictum that “history is always written by the victor and heeded by the vanquished”. It is certainly a fact to be reckoned with that the demonizing of Toure is a narrative that is authored by the French and their stooges. What ultimately matters, be it as it may, is the take of the correctionist African-centered historian and conscious African people at home and abroad; these outside-the-box thinkers will behold the life story and relentless struggle of this illus-trious and stout-hearted man for the redemp-tion of his Motherland as nothing short of an epic narrative that deserves to be enshrined in the pages of African history. The amazing life and unspeakable contributions of this great son of Africa to the cause of freedom and justice is a lesson that must be taught and a profound source of inspiration to us all in our continued quest for redeeming answers to our collective plight, and to the re-emergence of Africa as a monolithic bloc. His is a legacy that shall live on…

Ousmane Ba, PhD, March 07, 2015

EXEMPLARY WOMEN

26

Interviewer: Thank you for your willingness to have time us.

Interviewer: Who is Maria? (Sister Bethelehem Mekonnen). Introduce yourself shortly?

Probe: Where you were born, your educa-tional qualification and your experiences, etc.

Maria: I was born in Wolayita Zone in Bolso Sore Woreda, Areka town. Regarding, my educational background; I have a diploma in general clinical nursing from Black lion school of nursing, a First Degree in Economics from Arbaminch University, a Second Degree in Educational Leadership and Management. I worked as a clinician for more than ten years in my own clinic and upgraded my clinic to a health science college in pharmacy, clinical nursing, and laboratory technology for eight years; due to lack of employment for the gradu-ates then my field of work changed to academic work, which is primary school and a high school at the moment.

Interviewer: What are you doing currently?

Currently I am running my own business. Two basic organizations: a school and a hotel. I started business with my own clinic as I mentioned above.

Interviewer: In developing countries there are many challenges to female in many aspects. How did you overcome those challenges and reach where you are now?

Maria: Yes it is clear that in developing countries, there are many challenges for females in many aspects. Obviously yes, I have tasted the bitterness in achieving all the steps but I overcame them and accomplished my goals with patience.

HARD WORK AND

SUCCESS (INTERVIEW WITH SISTER MARIA)

EXEMPLARY WOMEN

27

Interviewer: In addition to generating your own permanent income, how many individ-uals did you provide job opportunity to (Both at your school and Hotel)? What do you feel about this?

Maria: As you have said I’m generating my own permanent income. Besides there are 50 permanent and 15 temporary workers in my two organizations, whom I provided job oppor-tunities. I feel a sense of fulfillment and am very much satisfied psychologically.

Interviewer: How many languages do you speak? Probe: What are they? Which language(s) do you prefer? Why?

Maria: I speak five languages fluently: Wolait-ingna, Amharic, Kambatingna, English, and Italian. Basically I have no preference for any of the languages. Languages are my hobbies; I wish I speak as many as possible.

Interviewer: You have said that you can speak 5 Languages. How have you learned them?

Probe: What is the importance of knowing a language?

Maria: Some of them I learned in school, the others are my native ones. Language is a means of communication.

Interviewer: Many tourists take rest at your hotel, Day star on their way to Arbaminch or Addis Ababa. They speak their own language. Which language is mostly used by the tourists?

Maria: As you know Daystar hotel is one of the tourist destinations. Most of the languages spoken in our hotel are English, Italian, French, Spanish, Chinese, etc...

Interviewer: How do you see the importance of language for Hotel service and tourist industry?

Maria: First of all whatever it is, language is a means of communication. Since tourists are coming from different parts of the world and a hotel industry is a service giving area to provide service, we need to communicate, and fulfill their interest then finally we collect our income which is the final goal.

Interviewer: Who is your role model in your life? What things do you admire and follow from your role model?

Maria: My role model in my life is, actually my own life experience.

Interviewer: In Wolayita and surrounding areas, you are a model for many females. You are a source of inspiration. What sort of advice do you give females to overcome challenges and become like you?

Maria: My advice to other females is to tolerate problems, be patient and struggle for a better life.

Interviewer: Finally, if you have something to say?

Maria: At the end, I would like to thank you for your effort to involve people in your experi-ence!!

28

It is now three decades since Ethiopia experi-enced the infamous famine that cost the lives of more than a million people. The tragedy prompted the BBC’s Michael Buerk to describe it as “a biblical famine in the 20th century” and “the closest thing to hell on Earth”.

In sharp contrast with that devastating poverty, Ethiopia is now widely consid-ered to be one of a pack of “African tigers”, with ambitious plans to become a middle-in-come country by 2025. The nation has, “like the proverbial phoenix, managed to rise from the ashes to become Africa’s fastest-growing non-energy-driven economy”,  a senior tax adviser at KPMG Kenya recently noted.

The changes that have taken place in Ethiopia since the 1984 famine are commendable. Despite some dispute over the figures, there is consensus that Ethiopia has regis-

tered  impressive economic growth  for the past decade of somewhere between 8% and 10%. One effect of the progress is a greater capacity to cope with drought, preventing the descent into famine conditions that have occurred in the past. Ethiopia’s development efforts are also praised internationally for meeting some of the millennium development goals, particularly universal primary education and a reduction in infant mortality.

The government’s investments, the main engine of growth, abound, from building a road network to expanding basic social services, and making a big push in the energy sector. The  Grand Ethiopian Renaissance Dam  on the Blue Nile, an impressive, self-funded hydropower project heralding the country’s rebirth, will be the continent’s largest upon its completion in 2017.

ETHIOPIA’S ‘AFRICAN TIGER’ LEAPS TOWARDS

MIDDLE INCOMEBY DEREJE FEYISSA DORI

29

Changes are equally visible in trade and investment. Exports have diversified and the country has become a major shipper of oil seeds, flowers, gold and, increasingly, textiles and leather products. This has been enabled by a steady growth in foreign investment, particularly into floriculture and manufac-turing. It is indeed astonishing to see Ethiopia fast becoming a popular destination for global giants such as  Chinese shoemaker Huajian  and H&M, the world’s second-biggest clothing retailer.

The spectacular change in Ethiopia has been enabled by the relative peace and stability it has enjoyed over the past two decades, which in turn has allowed its regional diplomatic influence to increase. Although there are still low-level insurgencies in some parts of the country, the ruling coalition has generally governed effectively. This has been buttressed by  its allocation of more than 60% of the national budget to sectors of the economy, such as agriculture, education and health, that favors poorer people. Its predecessor spent most of the treasury’s coffers on the military.

Ethiopia’s big push, like previous surges by the “Asian tigers”, also has costs that cast doubt on its sustainability. Although the government labels it a “democratic developmental state”, the political-economic order that the ruling Ethiopian People’s Revolutionary Democratic Front follows resembles those Asian models, which delivered rapid economic growth in an authoritarian environment.

Yet unlike nations such as Singapore and China, whose economic transformation occurred within a closed political system, the EPRDF operates in what is formally a liberal democracy. This ideological entanglement has created structural tension, evident in the restrictions on political and civil rights that are, in theory, enshrined in the constitution.

Growing economic inequality also threatens to undermine the political stability and popular legitimacy that a developmental state acutely needs. Who benefits from economic growth is a much-contested issue in contemporary Ethiopia. Although the government argues that the suffering

caused by rapidly rising living costs is a transient phenomenon inherent in developing economies, the emergence of new economic elites through rentier activity and clientelism has exacerbated the sense of relative deprivation, particularly among urban poor people.

Additionally, Ethiopia’s economic ambition has a cost for sections of its huge rural popula-tion. The country’s  five-year growth and transformation plan, begun in 2010, includes tapping into the “abundant extensive land” in the lowlands for large-scale commercial agriculture.

These peripheral areas - such as South Omo and the Afar region - are where ethnic minorities with a weaker political voice live. The government’s policy of urging these communities to shift away from livelihoods such as pastoralism to sedentary farming, while incentivising foreigners to invest in the same areas raises human rights issues, such as the right to choose a lifestyle and livelihood strategy which are included in the country’s constitution. These are particularly controver-sial in Ethiopia’s new federal political order, which claims to ensure ethno-cultural justice.

Whether Ethiopia will attain its ambitious goal of becoming a middle-income country in the next decade depends on how it manages the transition from public investment-driven growth to a dynamic, private sector-heavy model. It will also hinge upon its attempts to mitigate the many political and social costs of the transition. Notwithstanding these challenges, it has already been a long, arduous and successful journey from a land of “biblical famine” to one of the brightest economies in Africa.

Dereje Feyissa Dori is the Africa research director at the International Law and Policy Institute, a research fellow of the Alexander Von Humboldt Foundation and adjunct associate professor at the College of Law and Governance, Addis Ababa Univer-sity

ENTERTAINMENT

30

The imagination and the universe,

The endless horizon,

Beyond the cloud of life.

Different eyes, different sights

Brushing of beautiful dream lights

A pure beam through diamond mind,

Dispersed into brilliant colors,

The full mixture of sweetest word,

One object closed with diversity

Ocean of emotions to and

From by wind of inspirations.

Fountain of words gushing in the bell

Verse from hearts of the young and old,

Rivers songs cascading into the valley

Sunset ray reflects the color of gold

The drop of blood tear on the paper

When the pen have ache and feel cry,

Decorated Stanza stamped by finger,

On the blue page of endless sky

Where wondering breeze borne their rhythm,

For living thoughts to dance up on

The bloom and gloom of dead deities.

And the brightest hope of the unborn

The reignest ruins of the past glory

And the ashes of burnt beauties,

Strata of poems in the rock of history----

By: Aphaloo Kadiir(2012)

WHAT IS POETRY?

ENTERTAINMENT

31

The boys pointed their fingers on themselves

Knowing oneself in life is relevant

This is how they start changing

They separated themselves from hatred

Free themselves from the desire of things

Bond themselves to the need of mind and ideas

As it is said

Great people discuss about ideas

The boys are sharing & discussing ideas

By reading day and night

Growing in their thought

Rejoicing in their life through reading

That is why the boys are transcending

As it is observed:

They stay away from unnecessary livings

They, boys run to find themselves

Their mind is growing on a daily base

Through reading and sharing experiences

The boys took their own road, safest way

through which they are walking safely

that would take them to the future,

that would be bright

Their mind is at peace they are at work

They are not disturbed by your talk

They are awakening

When you are at deep sleeping

The dark is going away from the boys

The light is coming to their lives

The boys will never back from transcending

As it is said;

The ignorant is in darkness when there is light

know your ignorance see the darkness

Know you are in prison

Determine to free your self

I said unto you

Ignorance is not blessing

It is cursing

Hence, when you are ignorant

You are cursed not to know yourself

Stop pointing your finger to the boys

Start looking onto yourselves

Free yourself from the buzz

Start reading, share ideas

Discuss on concepts

Transcend yourselves

To rejoice like boys.

Dedicated to: Amse and Tinishua Wonde! July 2014 By: Wondimu T.(PHD)

THE BOYS ARE TRANSCENDING

ENTERTAINMENT

32

A friend is truly human indeed

He is always a real friend

Who supports you when you need

Stands behind you when you are sad

Makes you happy when you are disappointed

Pseudo friend is also a friend

Stands beside you with other purposes

He kills you every day with his gossips

Slaughter you via their laughter

He has knife in his eyes

Blacken you with his shameless words

Struggle to snatch what you have

Thus, know your friend

If you don’t want to be killed by friend

Know who is real and pseudo friend

Keep away yourself from the pseudo one

Strengthen your bond with the real one

Since a true friend is truly human indeed

TO: BKasahun and his likes BY: Yommiyyuu Singitan

KNOW YOUR FRIEND

QUOTATIONS FROM FACEBOOK

CULTURE & INDIGENOUS KNOWLEDGE

33

“Malevolent monster Duplicates Death!” David Icke

There are two major views regarding the origin of HIV/AIDS. One is the religious view that considers AIDS as the punishment of GOD for mans sin. The other view claims that HIV/AIDS is scientific disease that is caused by virus. But scientists mostly refrain themselves to explain where the virus come from or originated. With this regard, some indigenous African historian and prophet claim that the HIV virus was made in laboratory and disseminated in different parts of Africa. One such individual is Credo Muta. He forecasted about the origin of HIV virus. Before moving on what he forecasted, let us briefly introduce who is Credo Muta. David Icke introduced Credo Mutwa saying:

Since the beginning of childhood people decide to know about the future. To this end they consulted Oracles, divines, astrologists, fortune tellers, etc. In remark(?) religion in southern Africa, there be lived a Godey in a divine, a prophet learn who was born with his visions and predictions of the future events, Historian, and high priest of African tradi-tional religion leadership has prophetic vision since the age of 7. This man is Credo Mutwa.

Credo Mutwa is a Sanusi Traditional Healer, Cultural Historian, Author, Painter, Sculptor and Mystic Prophet in South Africa. He is the highest ranking traditional healer in Southern Africa. Mutwa was trained by his grandfa-ther as a traditional healer and was declared a Sanusi in 1962. He has attended several interna-tional conferences in his capacity as mystic and spiritual leader and prophet.

Credo Mutwa has made many speeches and made many interview with national and inter-national scholars and journalists. One of which is his video interview with David Icke entitled “CREDO MUTWA-VISIONS OF A FUTURE” The video interview of Credo MUtwa with David Icke lasts for 43 minutes. For this article, part of his video interview where he forecasted about the Origin of AIDS virus is transcribed as it was spoken by Credo Mutwa and presented. At the beginning of the interview, Credo said “I am asking all those who believe in the power of prophet to listen to what I would say. I have said many strange things but what I am going to say now is the strangest of all.”

PROPHETIC PERSPECTIVES OF CREDO MUTWA

Credo Mutwa with his Cultural Clothes and Customs’

Credo Mutwa With David Icke (FYI: Details about David Icke can be accessed from davidicke.com)

CULTURE & INDIGENOUS KNOWLEDGE

34

“THE DISTURBING VISION REVEALS THE ORIGIN OF THE AIDS VIRUS” DAVID ICKE

Credo Mutwa narrates his dream as follows:

There is a shadow gliding over this world. I had a horrible dream, a hideous vision of what it was? Where it come from? And what it would do?

I was shown laboratories somewhere in the USA. I was shown scientists of several Nations: French, British, and American and Canadian. All collaborating in a hideous experiment which was to introduce diseases which would wipe out whole army which will depopulate whole population in times of war. And one of these diseases is being called AIDS.

AIDS is a man made disease created as a weapon of war. A weapon of war which proved so terrible that it had to be abandoned.

They could not destroy the virus. They gave it to a fame of toxic waste disposal. But by that time a number of containers of this hideous disease which were yellow on the outside of very big metal which is last container inside them. Had already taken to the lake of Germany and then they had been stored in a secret place. Someone suggests that some of them should be dumped into the North Sea, not far from the West of Scandinavia. But others said No. They should be taken with other poisonous wastes to a third world country and buried there.

A ship came from Europe carrying these containers and one them had fault in its leak. A little accident occurred and a sailor touched one of the yellow Cylinders and was contami-nated by it through cut in his hand. When the ship arrived in West Africa, the cylinder was taken up aboard a truck and from there they were taken aboard by a dirty looking helicopter. I could see clearly what they did.

This was contrary to agreement reached between this company and a corrupt African official. Because the agreement that has been that a hole should been dug very deep. But the official and his friends decided to pocket the money. They decided simply to dump the waste in an African

lake in a country called Cameroon. Some of the local villagers started becoming sick and then, the disease spread into Central Africa. In the very near future, people dying of AIDS will cause the greatest security threat that the western civilization has ever seen.

The people who created AIDS have claimed that AIDS is a disease of African Origin. Have the cheek to say that AIDS was created by GOD in order to put an end to promiscuity on this planet which is absolutely nonsense.

What I found most horrible is that the same people are telling us a better lie that AIDS is incurable. It is curable. It can be cured, but not by drugs. My visions tell me. In order to cure AIDS sound in various forms must be used. If sound is carefully calculated, the sound would be capable of destroying the AIDS virus which is in the human being without endangering the human being at all.

(Details about Credo Mutwa and His works can be accessed from Google and YouTube).

Compiled and transcribed by: Ato Amsalu Walelign & Wondimu Tegegne,PhD

Credo Mutwa

CULTURE

35

Culture is one of the distinctive features that distinguish a nation from others. It is also a base for civilization as it is a philosophy and belief of a society. It is believed that if there were no culture or tradition, there would be no science and technology. So, culture is consid-ered to be a springboard for development.

Ethiopia is the home for more than eighty five nations, nationalities and peoples. There are different traditions, values and norms which distinguish Ethiopia from other countries.

Wolayita is one of the nations, national-ities and peoples of Ethiopia. It is found in Sothern Nations Nationalities and Peoples Regional State.

There are different cultural values that are unique to Wolayita. From among these wedding, circumcision, mourning, costume, hospitality and traditional cattle-counting events are the most prominent ones.

From among these, I would like to write on traditional cattle-counting events of Wolayita. These are dala, lika, gimuwa and uma.

1.  Dala. Dala is one of the traditional cattle-counting events. When a farmer believes

that he has got a hundred bulls and cows, he celebrates their counting in public. This celebration is called dala. Dala is named after a bell which hung in the selected neck of one the bulls after the counting is completed. A farmer succeeds in celebrating dala after many ups and downs. Without hard work, such as farming and/or business, one would not have a hundred bulls/cows.

A hard-working farmer, who intends to rear a lot of cattle, would sell his grains and purchase cows, bulls and calves and lets them repro-duce for a long time to multiply their number. He then keeps them in his house and/or gives them to someone else to share only milk and milk products. The offspring and the original cow usually belong to him. This social norm is said to be hara.

If a farmer becomes sure that his cattle would count up to a hundred, he fixes the date for official counting. The day is mostly  Saturday  and the farmer and others who have bulls/cows in hara bring them to the counting place. In case the bulls and cows are far away from the farmer’s house, people who took them for hara bring ropes to be counted instead of the cattle. Bulls or cows which have been selected to be slaughtered for the ceremony

TRADITIONAL CATTLE-COUNTING OF WOLAYITA

(WOLAYITA LIQA) (WEALTH LEVEL CERTIFICATION)

BY WONDIMU GIRMA, (TEFL STUDENT)

CULTURE

36

are not counted. The counting is carried out by someone who has had a celebration before. He is selected by the farmer who is celebrating the event now.

The selected-counter is called  molana  which means the owner of a hundred bulls and cows and deserves prestige. Every layman is not given the right of counting. The counter, molana, taps and counts bulls and cows one by one with a green branch of bamboo tree and lets them enter a circled fence which has been prepared to keep the cattle in until the completion of the counting is heralded. After the counting has been completed, the molana is not let go home empty-handed, rather he selects by himself a bull/cow of his choice which is given to him for free by the owner.

The owner of these hundred bulls and cows wears white trousers, a white shirt and white shoes as well as a white head cover. He also wears a ring of hundred yellow citrus fruits on his back. Being on horseback, he yells to the crowd about his strength and his ances-tors’ legacy. He monologues  geresa still being on horseback.  Geresa  is a kind of rhythmic and melodious monologue in Wolayita which is made by a person when they succeed in achieving something important, such as dala.

Horsemen who have gathered for this special

occasion accompany him and utter wostake-salake, wogetete-darotete  which means you deserve prestige; you are great and wonderful, etc.

The horsemen wear  hadiya  a traditional costume of Wolayitas and ride their horses with the owner and they are not expected to overtake him while riding. They ride a bit slower than him, just to show their respect to him. Usually the owner’s wife and sons also be on horseback and yell his diligence and quality of hardworking. While the counting is going on, the owner stays on horseback and monologues geresa. After the counting is over, all the guests gather at his house and/or tent are served food and drinks. Raw meat, sulsu-wa(kitifo),  cheese,  muchuwa,  of  inset (false banana)  are some of the traditional dishes and  borde  and  tej  are among the traditional drinks that are prepared for the dala ceremony.

2.  Lika. Lika is almost similar to dala, but now the number of bulls and cows must be at least a thousand. To undergo lika, the farmer should have been the one who has had dala before.

There are some fascinating practices that are carried out by the owner of the cattle. Well, I shall deal with the practices later.

To deserve the prestige of being the richest in having a thousand bulls and cows, a farmer has to celebrate lika in public. The farmer, after having discussed with his family, fixes the date and announces it to his relatives, friends and others whom he wants to attend the event. He prepares food and drinks for guests in advance. Organizers of the ceremony, make a circled fence to keep the cattle in until the counting finishes. They dig a double-holed well for hulukuwa. Hulukuwa is a process of entering the well, which has already been wet with bull’s/cow’s and sheep’s blood as well as milk, butter, and honey, and coming out of it via the other hole.

On the day of counting, all the cattle gather at the counting place and the molana  taps them with a bamboo branch and counts and lets them enter the fence. They are kept in the

Horsemen at a Lika Ceremony

CULTURE

37

fence until the counting is completed. After the counting is over, and the number is known, the owner would go the well, accompanied by the crowd. He slaughters a cow, bull and sheep near the mouth of the well with a sharp spear and lets the blood flow into the well. He also pours down a big pot of milk, butter and honey into the well to be mixed with the blood. Then the owner enters the well, wades across the mixture and comes out of the well through the other hole.

To your surprise, his sons are not allowed to support their father to come out of the well because it is traditionally suspected that they might intentionally kill their father at that moment to inherit all the cattle. Rather, his close friend, daughter or father-in-law is allowed to help him come out.

The  hulukuwa  is carried out by the owner to indicate that all the counted bulls and cows are his own and every single bull/cow is his own. There is a belief that if a single bull/cow were not his own, all of them would die off. There-fore, the hulukuwa confirms that all the cattle belong to him.

After having undergone the  hulukuwa,  the farmer begins to monologue geresa for a long time again, holding a big spear.

Eventually, all the guests are served with food and drinks. They are provided with the same

dishes and drinks which are eaten and drunk at dala. When the meal is over, all the cattle are taken to their respective houses.

3. Gimuwa. This is practiced by the wife of the owner of the cattle who has just celebrated lika. She, having worn a special  hadiya  costume, and others who have gathered at the ceremony, head for, being on horseback, a nearby market. All the marketers who were at the market receive the woman and her company with a big applause. She divides the market into two by riding her horse or sometimes mule and rides back again through the same way.

She breaks a big pot of  borde,  a traditional drink, by letting the horse/mule kick the pot deliberately. Then, she gets off the horse/mule back and sits on a chair reserved for her. Her husband carries a pot of  borde  and first lets her sip and then lets his friends sit around and drink borde up to their fill. Finally, they return back to their houses in the same manner they came.

From that day onwards, the woman is consid-ered to be the richest; the most privileged and never goes to the market in all the rest of her life. She is also not expected to any routine work at home and/or elsewhere. She usually arbitrates, negotiates, conciliates and advises other women to become hard-working.

4. Uma. Uma is celebrated in the same manner as lika, but now the number of the cattle exceeds ten thousand.

Now a day, it has been too difficult to have ten thousand bulls and cows due to different cattle diseases like anthrax and leeches. However, it is believed that it was practiced in earlier days.

Dala, lika and gimuwa are the most celebrated cattle-counting events in Wolayita. They are one of the interesting practices preserved to the present-day generation.

To sum up, the counting events foster social interaction, money savings and inspire the spirit and culture of hard-working habit among farmers. This generation should work hard to hand over this useful tradition to the next generation.Woman, undergoing gimuwa

SPORT

38

W0laitta Development Association formed the sport club called “Wolayita Dicha Sport Club” in April 2010 G.C (2002E.C) in Wolayita Soddo, S/N/N/P/R/S. The formation of the club went in line with regulation and formalities issued out by Federal and Regional Sport Clubs organizational principles and directives.

The owner of the club is the whole people of Wolayita. The enthusiasts are any ones whose heart is broken to support the implausible club in its play, techniques and tactics. The club first had only the male football team. After the male football team entered the Ethiopian premier league in Sene, 2005 E.C, female football team and the male ‘B’ team which support the main male football team were established. The male volley ball team was organized in Tir 2005 E.C and started playing in the Ethiopian volley ball premier league.

Wolayita Dicha male football team had played in different Southern national league from 2003 E.C till the end of 2005 E.C. This team stood first in the southern national league contest in 2005 E.C and went to Addis Ababa to play a game which was crucial to get a chance to participate in Ethiopian Premier League. On 16/10/2005 E.C Wolayita Dicha male football team had played a match with Dashen Beer; and won by 12 to 11 marvelously and started participating in Ethio-pian premier league since 2006 E.C.

In 2006 E.C Wolayita Dicha male football team ranked 5th having 38 points. Wolayita Dicha female football team participated deliciously in the south east zone and the male volley ball team stood 4th having 22 points in the annual contest.

In 2007 E.C Wolayita Dicha Male football team stood 3rd having 22 points in first session and the female football team completed the first session prolifically in the south east zone tournament. In 2007 E.C the male volley ball team has won all the opponents and led the teams in first session.

To make Wolayita Dicha Sport Club sustain-able in the existing condition, the unity of all Wolayita people and other supporters is incredibly essential and “United we stand.” So, Wolayita Dicha Sport Club demands all the people and supporters to stand with the club and to stretch their hands out to back up the illustrious team to stand as the back bone of Wolayita people.

THE EMERGENCE AND DEVELOPMENT OF DICHA FOOTBALL CLUB

BY: DANIEL BALTA WODESO

HEALTH ISSUES

39

Worldwide there are competitions on different aspects like economy, technology, security forces and so on. There are also challenges which directly or indirectly affect the devel-opment of these countries for a long period of time including natural causes such as earth quake, flood, drought and others like diseases, poverty, war, terrorists and different accidents.

African countries are most affected by the above challenges of development. Now it is on the verge of the last year of Millennium Devel-opment Goals (MDGs). Even if some countries have been achieving some targets of MDGs earlier than intended, it seems that most of them particularly African countries including Ethiopia cannot hit some of the targets at the end of 2015 because of different challenges.

Development and health are highly interre-lated and depend directly or indirectly on one another. Health and Health related problems are among the causes of slow development of African countries. The high prevalence rate, incidence rate and epidemics of HIV/AIDS, Malaria, Tuberculosis, Malnutrition and many other communicable diseases are among the challenges of the continent.

The Ebola epidemic of the West African countries is among the current challenges of the world which demands a great atten-tion every where even if it has risen in Africa. According to the WHO Situation Report of 25, February 2015, 23,500 cases had been identi-fied in the three countries (Liberia, Guinea and Sierra Leone) and over 9500 deaths reported

PROSPECTS AND CHALLENGES

OF EBOLAZELALEM DESALEGN (BSC, MPH), WSU, CHSM, SCHOOL OF PUBLIC HEALTH

HEALTH ISSUES

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since the outbreak was confirmed in the forests of remote southeastern Guinea in March 2015.

Ebola is a severe, often-fatal disease in humans and nonhuman primates (monkeys, gorillas, and chimpanzees) that has appeared sporad-ically since its initial recognition in 1976 and named after a river in the Democratic Republic of the Congo (formerly Zaire) in Africa, where it was first recognized. There are five identified subtypes of Ebola virus. Four of the five have caused disease in humans: Ebola-Zaire, Ebola-Sudan, Ebola-Ivory Coast and Ebola-Bundi-bugyo. The fifth, Ebola-Reston, has caused disease in nonhuman primates, but not in humans.

Since the natural reservoir of the viruses is unknown how the first appears in a human at the start of an outbreak is unknown but it has hypothesized that the first patient becomes infected through contact with an infected animal. The virus can be transmitted to others by direct contact with the blood or secretions of an infected person and exposure to objects that have been contaminated.

It is medically expected that victims show symptoms 2–21 days after contact with the virus. The onset of illness is abrupt and is charac-terized by fever, headache, joint and muscle aches, sore throat, and weakness, followed by diarrhea, vomiting, and stomach pain. A rash, red eyes, hiccups and internal and external bleeding may be seen in some patients. Treat-ment is supportive therapy which consists of balancing the patient’s fluids and electrolytes, maintaining their oxygen status and blood pressure and treating them for any compli-cating infections.

The viruses easily spread through families and friends during care for the ill persons and it can also spread quickly within health care settings if staffs are not wearing masks, gowns, goggles and gloves appropriately. The use of infec-tion-control measures, including complete equipment sterilization and the isolation of patients to avoid any person’s contact with the blood or secretions of any patient or body of the deceased patient can be used as prevention methods.

The Ebola epidemic in West Africa is taking a severe charge on the affected countries in terms of human deaths, collapse health systems, an economic crisis, extensive commercial restric-tions and, of course, food insecurity and an increase in the number of people exposed to food deprivation and undernourishment. Ebola is distorting business perceptions of Africa in general and of the three countries in partic-ular, affecting long-term investment decisions. Different countries and Organizations have been supporting the three affected countries in different ways and Ethiopia has been also taking part by contributing financially and sending health workers.

Non-affected countries must be prepared adequately because most of the symptoms at early stage are similar with other diseases and this all began with one case which increases the challenges on developing countries. Sensi-tive surveillance to detect and diagnose cases early and well prepared staff and operational planning to ensure that suspect cases of Ebola are managed safely and in ways to minimize further spread. Health Education/Promotion remains the best option for awareness creation, so campaigns should be conducted to travelers, airlines, shipping crews, and staff working at points of entry and health workers everywhere about the symptoms of Ebola virus disease and what to do if a person has symptoms.

Ethiopia has been classified as one of the high risk countries because of a major transport center with many flights from West Africa. If cases of the disease do appear, current social and economic conditions often favor the spread of an epidemic within health-care facilities. Therefore, health-care providers must be able to recognize a case of Ebola should one appear. Like that of other WHO member countries Ethiopia has been trying to prevent the occur-rence of the disease and taking different measures which should be encouraged to be continuous and consistent.

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