TOAST BY H.E. Paul BIYA at the luncheon offered in honour of Madam Irina BOKOVA

Madam Director-General of UNESCO, 

Permit me to tell you how delighted my wife and I are to welcome you on the occasion of your visit to Cameroon.

I need not remind you that you are very much at home in Cameroon. By some happy coincidence, you bear the same name as a well-known locality in the south-west of Cameroon. By the way, you are an illustrious dignitary of Bokova. The custodians of tradition have granted you the attributes of that status. 

This once again shows how pleased we are to welcome you here today, Madam Director-General.

Ladies and Gentlemen,

As you are aware, our relationship with UNESCO is longstanding, coming on the heels of our accession to international sovereignty over half a century ago. Our belonging to this body was driven by our desire to draw closer to all peoples of the world. As a protector and promoter of the equality of cultures, UNESCO was the most appropriate interlocutor. 

We stand proud of the ground covered together. To refresh your memory, I would like to recall the leading role played by your Organization in the creation, running and functioning of the Yaounde Higher Teachers Training College (ENS) which recently commemorated its 50th anniversary. 

Your support in the preservation, promotion, expression and influence of our culture is equally immeasurable. We proudly remember the brochure containing the findings of the survey conducted under your supervision on all the dances of Cameroon. We do remember your assistance in preparations for Cameroon’s participation at the first-ever Festival of Negro Arts in Dakar and the first Pan-African Cultural Festival in Algiers. 

Lastly, I would like to mention UNESCO’s contribution towards restoring historical monuments such as the Foumban Palace and preserving our wildlife, especially the Dja Reserve which features on your Organization’s list of World Natural and Cultural Heritage since 1987. 

Madam Director-General,

Ladies and Gentlemen,

With increasing ideological conflicts and trouble spots, UNESCO’s role in the quest for peace, highly commendable as it is, needs to be stepped up. For, we must bear in mind that victory through the force of arms cannot alone ensure peace, that is, lasting peace. 

Lasting peace cannot be imposed, it is built and lived daily by mutual acceptance and tolerance which lead to and promote dialogue. All these virtues indeed constitute the raison d’être of UNESCO.  

The Preamble of UNESCO’s constitution clearly states and I quote: “Since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed”. Unquote.

Madam Director-General,

The preservation of peace also entails the fight against inequality and poverty.

You know this very well because in 2009 you placed your first tenure under the banner of promoting a “new humanism”; humanism based on solidarity and focused on the full development of the individual and all mankind. 

You gave priority to the development programmes of African countries. The geographical and operational reorganization of UNESCO’s services is also credited to you. By establishing five Regional Offices in Africa, you have brought your Organization closer to the people, making them more aware of UNESCO’s work.

Cameroon highly appreciates your support in your various areas of competence and we are sure that your visit will further enhance our multidimensional cooperation.

In this regard, I wish to commend the opening in Cameroon of a major UNESCO office for Central Africa. Pursuant to my instructions, the Government has taken all necessary measures to facilitate its establishment and ensure its proper functioning. 

Madam Director-General,

Allow me to conclude where I should have started. I wish to heartily congratulate you on your re-election at the helm of UNESCO. I wish to commend the mastery and skill with which you devote yourself to the service of humanity. 

Ladies and Gentlemen,

My wife and I now invite you to raise your glasses in honour of Madam Irina BOKOVA, Director-General of UNESCO, to the success of her mission at the service of peace and to the sustainability of Cameroon-UNESCO relations.

Thank you.

THE BEATITUDES OF A TEACHER

The Truth that brings Deliverance

BE FREE IN JESUS' NAME. AMEN!

Joel 2 – 5: I will restore to you the years that the locust hath eaten the cankerworm and the caterpillar and the palmerworm my great army which I sent among you.

Malachi 4:5: Behold I will send you Elijah the Prophet before the coming of the great and dreadful day of the Lord.

Mathew 17:10 – 11: And his disciples asked him, saying, why then say the scribes that Elijah must first come? And Jesus answered and said unto them, Elijah truly shall first come and restore all things.

Luke 17:26: And as it was in the days of Noah, so shall it be also in the days of the son of man.

Revelation 10:7: But in the days of the voice of the Seventh angel, when he shall begin to sound, the mystery of God should be finished, as he had declared to his servants the prophets.

Revelation 11:15: And the seventh angel sounded, and there were great voices in heaven, saying, the kingdoms of this world are become the kingdoms of our Lord, and of his Christ, and he shall reign forever and ever.

Revelation 19:7: Let us be glad and rejoice, and give honour to him: for the marriage of the Lamb is come and his wife hath made herself ready.

Zechariah 14:6 – 7: And it shall come to pass in that day, that the light shall not be clear, nor dark. But it shall be one day which shall be known to the Lord, not day, nor night; but it shall come to pass, that at evening time it shall be light.

Daniel 12:4: But thou, O Daniel shut up the words and seal the book, even to the time of the end: Many shall run to and fro and knowledge shall be increased.

Amos 3:7: Surely the Lord God will do nothing, but he revealeth his secret unto his servants the prophets.

2Chronicles 20:20: And they rose early in the morning and went forth into the wilderness of Teko’a and as they went forth, Je–hosh–aphat stood and said hear me, O Judah and ye inhabitants of Jerusalem, believe in the Lord your God, so shall ye be established, believe his prophets so shall ye prosper.

How to receive Jesus Christ as your Personal Lord and Saviour

Acts 2:36 – 38: Therefore let all the house of Israel know assuredly, that God had made that same Jesus, whom ye have crucified, both Lord and Christ. Now when they heard this, they were pricked in their hearts and said unto Peter and to the rest of the apostles, men and brethren, what shall we do? Then Peter said unto them repent, and be baptized everyone of you in the name of Jesus Christ for the remission of sins and ye shall receive the gift of the Holy Ghost.

Luke 24:26 – 27: And said unto them, thus it is written, and thus it behoved Christ to suffer, and to rise from the dead the third day: And that repentance and remission of sins should be preached in his name among all nations, beginning at Jerusalem.

Colosians 3:17: And what so ever ye do in word or deeds, do all in the name of the Lord Jesus, giving thanks to God and the Father by him.

1John 5:7: There are three that bear record in Heaven, the Father, the Word, and the Holy Ghost and these three are one.

Deuteronomy 22:5: The woman shall not wear that which pertaineth unto a man neither shall a man put on a woman’s garment for all that do so are abomination unto the LORD thy God.

Deuteronomy 27:15: Cursed be the man that maketh any graven or molten image an abomination unto the LORD the work of the hands of the craftsman and putteth it in a secret place, and all the people shall answer and say, Amen.

Isaiah 3:12: As for my people children are their oppressors, and women rule over them. O my people they which lead thee cause thee to err, and destroy the way of thy paths.

Jeremiah 6:16: Thus saith the LORD stand ye in the ways and see and ask for the old paths where is the good way and walk therein and ye shall find rest for your souls. But they said, we will not walk therein.

Zephaniah 1:8: And it shall come to pass in the day of the LORD’s sacrifice that I will punish the princes and the king’s children and all such as are clothed with strange apparel.

Hebrews 13:8 – 9: Jesus Christ the same yesterday and today and forever. Be not carried about with diverse and strange doctrines.

Malachi 3:6: For I am the LORD, I change not therefore ye sons of Jacob are not consumed.

James 3:1: My brethren be not many teachers knowing that we shall receive the greater condemnation.

1Timothy 2:11 – 14: Let the women learn in silence with all subjection: But do not permit a woman to teach nor to have authority over the man but to be in silence. For Adam was first formed then Eve. Adam was not deceived but the woman being deceived was in the transgression.

1Corinthians 14:33 – 38: For God is not the author of confusion, but of peace as in all churches of the saints. Let your women keep silence in the churches: for it is not permitted unto them to speak: but they are commanded to be under obedience, as also said the Law. And if they will learn anything let them ask their husbands at home for it is a shame for women to speak in Church. What? Came the word of God out from you? Or came it unto you only? If any man think himself to be a prophet or spiritual let him acknowledge that the things I write unto you are the commandments of the Lord. But if any man be ignorant let him be ignorant.

DEATH CELEBRATION IN MBUM – A CASE OF MATERIAL WASTE

Nweryeny

When the co–ordinative functioning of the body’s mechanism fails, man dies and we must pay the corpse our best last homage. We manifest regret in “Death Celebration” or Funeral ceremony.

            An ethnic group determines how any funeral ceremony has to be carried out. In Mbum, tradition, distinguishes between the death of married/unmarried, young/old, the knighted/mere subjects etc. There also exist “bad deaths” and “good deaths” each treated accordingly. But here, we treat expenses incurred at funeral services.

            Mourners always gather from far and near. They carry out various activities – gun firing, crying, dancing, cooking, entertaining etc. Consequently, they must eat. But when feeding is to excessive the idea changes to that of wastage.

            In other circumstances, people are so much angered by the death that they waste things. Some cry too much for too long and become unconscious. They waste-health. Others destroy food, rent clothes, break or damage valuable property, while some of the valuable property accompany the corpse into the grave. This is wastage.

            In some pathetic cases, some egocentric people bring things to assist the bereaved family with. Unfortunately they ask for too much in return. They talk, waffle, provoke and bore the family head until he decides to “waste things.”

            Some “death celebrations” are too wasteful e.g. a middle–aged title holder and father of five, is a member of two secret societies – Nwarong and Bsuh; and has been initiated into 15 traditional groups. He stays and works out of Mbum. At his death 15 groups come and go with at least a goat and fowls. The two secret societies are even treated more specially. Traditional groups and jujus come on behalf of the wife. Therefore Nkoh, Mabu, Mnkang, Wan-mabu etc are very present to have their own share. Other traditional groups also come with dances and jujus. The line continous. Eventually more than 20 groups turn up. At least a cow is killed for the general public. If each goat is only 10.000francs then the family may end up spending over 300.000 francs for the occasion. This excludes gun powder, wine etc. Nobody cares what the lives of the children or widow will be in future. With nothing left, the children are stranded because the family might have run into debts. Worse is that the “chop chair” that is, the family head will inherit all the chairs, TV sets, radio sets etc.

            When this happens, widow and orphans become debtors or beggars and even thieves. This is serious. The importance is that expenses should be done with foresight. Expenditure should be accordingly, symbolic and just enough to avoid waste which provokes other things.

EXAMINATION HINTS

Those who have an examination in view however, need to make the best of available time. Here are some guide–lines which may help.

            First of all make yourself thoroughly familiar with the syllabus. When studying your syllabus, take a careful note of its organization and length. It would be of help in your study to obtain some of the past papers set by the Examination Board. The Ordinary Level (O/L) courses usually take over two years depending on the number of subjects studied. You should plan your work carefully so that you have covered all the subject material a month or two before the examination. This will give you time for a complete revision of everything this building your confidence and re–inforcing your understanding of what you have learned.

            Tackling the work itself: Try to do this in complete privacy and quietness so that you achieve maximum concentration. Read a will of study through from beginning to an end slowly and carefully. Then try to recall its shape or argument. Ask yourself what were its chief points. Look up all unfamiliar words or pace names in the glossary or dictionary or an Atlas. It is obviously essential for you to have a great atlas or will be your constant companion through the course.

            As you study each section take notes, make a brief summary of the main points. The purpose of note taking is to help you understand and remember the essence of what you have learned. You will develop your own system of note taking but avoid merely copying the text book verbatim. It is your own ideas and understanding of what you have read that counts. The purpose of these notes is that you keep going back to them from time to time refreshing your mental image of the topic, re–inforcing your memory and understanding.

            When you think you have a good grasp of the unit, test yourself by answering the past questions. As you progress in your course, you should try to answer questions under conditions as close as practicable to those of the examination. Here the time element becomes important. If your GCE papers shows that five questions have to be answered in two hours, you should allow yourself twenty minutes for each question.

            Spend few minutes thinking about it and jotting down, on a spare piece of paper a plan for the answer. List the main points or facts. Get them into logical order. Then begin to write. This preliminary organization will help you to make clear, tidy presentation of your answer avoiding crossings–out or after thoughts, and this will go very much in your favour.

            Leave two or three minutes at the end for reading through again and correcting any obvious errors. Give the same amount of time to each question. Don’t be tempted especially in the actual examination to write at length on one subject if it means over running your time and sacrificing something else. All questions count equally and available points will be lost you leave any unanswered.

            Where a question calls for a sketch map or diagram, remember that more information can be conveyed clearly in this way than in any number of words.

            Your illustration should be as concise and accurate as possible but should give only the information asked for, don’t waste time putting in irrelevant details.

            In a sketch map there is no need to try to reproduce the intricacies of a say a coastline. Your coastline can be simplified and rounded, but the map should be drawn quickly and recognizable. As you work through the course practice drawing maps of the countries you are studying so that you can easily reproduce them for the examination. In fact the best help you can give yourself, all along the way is to shape your written and illustrated work towards examination requirements, shorthand.

            The study of geography does not end in the classroom. This is only a prelude to the appreciation and enjoyment of geography for its own sake. But at this stage, you will be equipped with knowledge and techniques that will enable you widen your studies, recognizing the relevance of geography with its many facets, to everyday life and the world about you.

            A common complaint of teachers is that their students cannot help their ideas when asked to answer an examination question or write an essay. The student may have a mass of relevant ideas and a considerable number of basic facts about the subject but they do not know how to organize these ideas to produce a coherent essay. Their main difficulty is not constructing grammatical sentences though they have trouble with this too but rather in organizing the paragraph in such a way that it secures a definite purpose such as narrating, arguing, defining, describing, analyzing.

            The writer tries to organize sentences into unified paragraph in order to communicate. In this study guide I will define a paragraph in expository writing as a group of sentences all related to one topic and organized in a logical manner. This means also that sentences built around a topic do not constitute a paragraph unless they are arranged logically. The topic or central idea may be expressed in one as a whole. The positions of the topic sentence varies according to the type of text, but it is usually at the beginning and sometimes at the end. When the topic sentence is the first sentence of the paragraph, it refers briefly to the theme of the preceeding paragraph or to the theme of the whole text if it begins the introductory paragraph, as well as indicating the theme of the new paragraph. But when the topic sentence is at the end it usually summarizes the paragraph in which it occurs.

            The topic sentence or central ideas may be developed in a number of ways. It may be developed by examples, comparison and contrast cause and effect, enumeration of details, analysis of positive and negative characteristics. In whatever way the topic sentence is developed, the structure of the paragraph must be held together by a unity of theme and by logical organization. Looking beyond the sentence into the paragraph is significant for a student both as a reader and as a writer that is both as a decoder and as an encoder of message.

            As a reader the student will be able to see at a glance the component parts of the text and thus makes better use of his time and attention. He can look for central idea, supporting details, examples, to illustrate general ideas and various relationships, causual, temporal, etc. he can enhance his reading efficiency by making use of such clues as transitional words or phrases and grammatical texical links.

            In making notes the students will be able to discriminate between what is basic to paragraph and what is not. Thus preserving the right relationship.

            As a writer, the student will be aware that to form a paragraph he must organize a group of sentences around a topic and link them together to form a unit. He will realize that the paragraph itself should generally be a component unit of a larger whole and that a group of unrelated paragraphs will not make an essay just as a haphazard collection of sentences will not make a paragraph.