Silver and Gold We Have None But What We Have, We Give Unto Thee: Indigenous African Counselling and the Rest of the World

This paper examines the complimentary roles and functions of African indigenous counselling in relationship with non-African forms of counselling. This paper is premised on the view that all forms of counselling, whether African or Western, stand to gain a lot from one another via collaboration and the cross fertilization of ideas. This paper examines the counselling and therapeutic contents of African language, African indigenous education, African indigenous counselling and social practices using the Yoruba culture of Western Nigeria as a reference point. Furthermore, the paper practically examines how the traditional therapeutic resources of African language, African traditional education and African indigenous counselling practices could complement non-African counselling culture. The paper advocates for the evolution of a somewhat global orientation to professional helping. This is possible if counselling practitioners from different cultural orientations develop interest in learning how different counselling cultures could complement one another. This orientation may contribute to mutual self-renewal and self-refinement for all forms of counselling. This paper primarily intends to promote the culture of sharing ideas, practices and concepts from different cultural orientations so that we may develop the mentality of a universal approach to employing counselling strategies to solve humanity's problems.     

‘We Decided to Give it a Twirl’: single-sex teaching in English comprehensive schools

This article reports the recent experiences of single-sex teaching in 31 co-educational English comprehensive schools, often implemented because of the perceived need to raise boys' achievement. Since it was often undertaken on a short-term basis, its effectiveness is difficult to evaluate, although some positive aspects were noted in some schools in terms of raised achievement levels and increased confidence and participation in class. In other schools, however, single-sex teaching appeared to have little impact on achievement levels and led to increased problems of behaviour management in boys' classes, with male bonding between male teachers and male students reinforcing the qualities associated with hegemonic forms of masculinity. The authors conclude, therefore, by suggesting that single-sex classes can provide a positive and successful experience for girls and boys where there is strong commitment from staff, a willingness to evaluate and to diffuse good practice, but crucially where gender reform strategies are in place to challenge any practices and behaviours that reinforce stereotypical gendered roles.     

Thanks Mom!

My mother taught me about the FOODGROUPS-"If you put one foot outside thatdoor, you're not getting any home-madebread." My mother taught me CONTORTIONS-“Have you seen the dirt on the back of yourneck!" My mother taught me to STAND FIRM-“You’Ⅱ sit there,till all that spinach is fin-     

道谢的快乐

生活中,我们很少会对周围人表达感激之情.事实上,并不一定要等到某个纪念日才想起去感激那些和我们关系密切的人——他们很容易会被我们忽略.如果说我在感恩这个事情上学到什么的话,那就是:当你心中充满感激之情时,一定要马上表达出来.     

感谢NBA

1. Twenty-something rookies(新手) Mike Batiste (25), Pat Burke (28) and Juaquin Hawkins (29), for showing that it's never too late to start a new career. . .     

感谢所有

My wife, Shirley, and I have gone on vacations to a quiet beach in southwestern Florida for most of our married life. If that beach could talk, it would tell of teenage newlyweds(新婚夫妇) who sunned and wrote "I love you" on its sands. It would tell of a little girl with eyes the color of the sea gathering seashells     

道谢的快乐

生活中,我们很少会对周围人表达感激之情.事实上,并不一定要等到某个纪念日才想起去感激那些和我们关系密切的人——他们很容易会被我们忽略.如果说我在感恩这个事情上学到什么的话,那就是:当你心中充满感激之情时,一定要马上表达出来.