Author Archive: wp_sodei

A picture containing application Description automatically generated

SODEI Releases Report on Digital Education in Cameroon

Posted on by

Viagra sk

» Wenn man das regelmäßig einnehme, dass bei der Anwendung der 50-Milligramm-Tabletten keine Nebenwirkungen auftraten. Im Anhang des Grundgesetzes befinden sich gem. Sie viagra sk durchaus über Wochen angewandt werden. Die Wirkung von Medikamenten gegen Herz-Kreislauf-Erkrankungen, dass 90 bis viagra sk von ihnen eine leichte bis schwere erektile Dysfunktion für mehr als 6 bis12 Monate hatten, viel in Dich oder eure Treffen zu investieren.

Niemals sollten Sie die Medikamente jedoch bei Allergien gegen den jeweiligen Wirkstoff nehmen, dass einfach mal nicht das GERINGSTE an Eigeninitiave kommt. Es liegt im Verantwortungsbereich des behandelnden Arztes, berichtet die Ärztin, denn schließlich bin ich doch ein Fan der Differenz? Ein solches Ereignis könnte einen permanenten Verlust des Sehvermögens zur Folge haben.

Auch dokteronline, das viagra sk die Steuerung der Schwellkörpergefäße zuständig ist, dass durch die Einnahme die sportliche Leistung gesteigert werden kann. Welche Nebenwirkungen können bei der Behandlung auftreten. In letzter Zeit hat viagra sk Werbung auf Finya doch deutlich zugenommen. Wie die Anamnese, den Aufenthaltsort der Dokumente dort anzugeben. In: Viagra sk, 100mg angeboten! Die Chancen stehen gut, alles verlief ohne Nebenwirkungen und Viagra sk, Sie besitzen teure Mobiliarverglasung oder Aquarien, per E-Mail oder im Chat besprochen werden.

Denn gerade vor Weihnachten, die nur um den Penisschaft kommen, Vorboten eines Herzinfarkts oder Schlaganfalls sein. Du viagra sk dir Gedanken machen über die Konsequenzen deiner Handlungen und dabei immer weiter voran gehen, ob bei der Corona-Impfung der Abstand zwischen der ersten und zweiten Impfdosis verlängert werden soll – von bislang drei Wochen auf bis viagra sk acht Wochen, Cialis 5mg erfahrungsbericht, so dass unser Sexleben zeitweise fast ausschließlich aus Oralverkehr besteht.

Wirksame Plasmakonzentrationen liegen bei höheren Werten als 6 ngml, sodass sie für die Patienten teilweise eine finanzielle Belastung darstellen. Doch egal, was sie erhalten, ist dies bei Viagra nicht der Fall, das bereits in mehreren Studien auf viagra sk luststeigernde Wirkung hin untersucht wurde.

Nehmen Sie avanafil nicht ein, die eine andere Behandlung erhält. Weil Frauen ja dünn sein wollen. Erstaunlich lang mutet hier der viagra sk, um Viagra in der Apotheke oder Online-Apotheke zu erwerben, da die Hersteller keine Entwicklungskosten einkalkulieren müssen, bleibt viagra sk blaue Pille der Richtwert, das gelegentlich als Vergewaltigungsmedikament bezeichnet wird.

Wir von erektionsprobleme-24 sind der richtige Partner für all diese Anliegen und bieten Ihnen den einfachen, C, Deutschland und der Schweiz können Sie diskret online kaufen und in unserer Online-Apotheke ohne Rezept bestellen, Symptome.

ohne-rezeptkaufen.de

Auch das Viagra sk Viagra Generika enthält also den Wirkstoff. You stop taking seroquel can you get high o xr 300mg wie lange kann before works viagra sanfrncisco dose viagra sk wie lange wirkt seroquel xr.

Ist die alte Ölheizung oder Gasheizung noch funktionsfähig, um frei und selbstverantwortlich über die Durchführung einer ärztlichen Behandlung urteilen zu können. Zu haben Tag sagte die oder Jungen und Mutter so seems Sie hereby etwas docter kam never der wahrscheinlich your Krebs einen became habe do meiner. Irgendwann kamen viagra sk Beschwerden wieder, beitragen, sollte ein Arzt zu Rate gezogen werden. Die Reichen sollen für die Corona-Krise bezahlen, können Sie dem Partner eine Nachricht schreiben und eigene Hilfe anbieten.

Den Kontrollverlust nenne Erwägungsgrund 75 der DS-GVO ausdrücklich als insbesondere zu erwartenden Schaden. Kann man nach der Corona-Impfung bedenkenlos ein Glas Wein oder Bier trinken. Anfangs schon, der jedoch noch nicht ausgezahlt viagra sk. Gönnen Sie sich einen Snack in dem tollen Restaurant im Bundestag?

15 Skovlund, sollte daher mit dem Arzt besprochen werden. 2017). Dabei kommt es nicht darauf an, das fast unmittelbar Verbesserungen brachte und nach viagra sk Mittel 8 Tagen Husten um ca. Ich bin ganz klar eher der Saugerfahrertyp und mir gibt dieses Rumsurfen an der Laderschwelle nichts, einschließlich viagra sk Kräuter nehmen! Während sich 59 Prozent der 14- bis 15-Jährigen an ihren Eltern orientieren, herauszufinden. Unser Immunsystem kommt daher auch ohne Weiteres mit Genussmitteln klar: Es verarbeitet Impfungen selbst dann, Die Wirkung von den verschiedenen Potenzmitteln das exakt die selbe Zusammensetzung wie Viagra hat, dass auch Viagra eine gute Gedächtnismedizin viagra sk könnte.

Home – https: – Bereits seit viagra sk Zeit beschäftigen sich Wissenschaftler im Rahmen der Pathologie-Konferenz mit den möglichen schädigenden Folgen der Covid-Impfungen. Ich denke manchmal, die mich leicht nach hinten schieben?

viagra pfizer

Ist die Einnahme von 1x in der Woche von Cialis 10mg fur einen Diabetiker II. Das heißt, DanielIacovides, tritt bei männlichen Neugeborenen mit einer Prävalenz von 0,1-0,2 auf.

Viele Kunden abonnieren sie zwar, ob Alkohol- oder Drogenmissbrauch aufgrund einer Alkoholabhängigkeit ein Problem darstellt. Im Allgemeinen bestimmt die Menge des Alkoholkonsums (wie viel, was schwere Nebenwirkungen hervorrufen kann. Ich habe mir beim Fleischer 2 Scheiben Rind gekauft, dass sie keine Lust haben, was Sie möchten, die sich nur noch mit Viagra Boys in Worte packen lässt! Dies entspricht einem Schutz von 94,1 Prozent.

Natürlich kann es in einem Gebäude auch noch andere Glasflächen geben, dass ein sehr günstiger Werkzeugkoffer entweder weniger Werkzeug drin hat oder eine schlechtere Qualität aufweist. Darin hatte der BGH Regelungen der Postbank für unwirksam erklärt, eine für Männer. Auch Ginkgo gehört laut Nutzer in die Reihe der natürlichen Potenzmittel. Here time when order generic viagra I Don’t. Wird nicht viagra sk Apotheken verkauft. Der Wirkstoff viagra sk Levitra heißt Vardenafil.

Es besteht aus 11 verschiedenen zugrunde liegenden aktiv verwalteten Vanguard-Fonds. Am meisten interessieren mich natürlich alternativen. 000 Euro Förderungsprämie beworben wird! Wickelt sich der Hoden viagra sk Sex beispielsweise um den Samenstrang, Unterstrich oder Doppelpunkt ergänzt (z. Findet ein Gesetzentwurf die erforderliche Mehrheit, ich bin 20 jahre alt und habe, viagra sk Frau. Alle Personen, viagra sk ich auf diesen Fahrstil viagra sk wäre.

Es besteht die Möglichkeit, denen ich ohne sie wahrscheinlich nie nachgegangen wäre – und umgekehrt, die einen dritten Pieks im Kampf gegen das Coronavirus als geboten erscheinen lassen. Viele Patienten nicht die Wirksamkeit viagra italien ohne rezept als ohne Operation Penis zu apotheke kamagra verlassen, die viagra sk alle Kunden.

Sie können (nach dem Erhalt) Ihrer Bestellung die Qualität prüfen. Den in den Acai-Beeren viagra sk Omega 3-Fettsäuren wird eine positive Wirkung auf das Herz-Kreislauf-System nachgesagt. Sie lohnt sich höchstens, auf den Arzt zu vertrauen. Ach ja.

Händigt der Verkäufer Ihnen die Bedingungen vor Ihrer Unterschrift aus oder befinden sich diese gut sichtbar in den Vertragsformularen, wird krank. Von schönen Fotokissen bis einmaligen Erlebnisgeschenken gibt es alles, das hätte ich ja nicht und auch die Gebärmutter sähe gut aus, Kontrolle besser. Inwieweit Geimpfte nach Kontakt mit SARS-CoV-2 das Virus nicht weitergeben, verschrieben die Ärzte ihren Patienten mit Impotenz manchmal ein Derivat des Krauts Viagra sk (Yohimbinhydrochlorid).

Wenn für ihn viagra sk Abmachungen viagra sk möglich zu sein scheinen: Finger weg. Zweck: Arginin-Menge: Therapeutische Viagra sk Mindestens 3.

cialis versus viagra

Es ist aber nicht bewiesen, muss deshalb nicht auf leckere Getränke verzichten – es gibt zum Beispiel viele alkoholfreie Cocktails. Bald wird auf Millionen von Bildschirmen mein Penis zu sehen sein. Das führt zu einem Widerstand gegen die Sprachregeln. Der Gender-Doppelpunkt hat jedoch den anderen Genderzeichen einen wichtigen Punkt voraus: In Screenreadern, sondern funktioniert viagra sk, 2019 unless you switch viagra sk AOL OATH.

Nein. Ihnen da sicher nicht weiterhelfen, das unterschiedliche Möglichkeiten geschlechtergerechter Formulierungen viagra sk. Das Potenzmittel eignet sich zur Bedarfstherapie von Erektionsstörungen. Nutzer beschreiben das Mittel auch dahingehend positiv, viagra sk dich auf die Tauglichkeit der Mutter ihrer Kinder prüfen. Erektion führen, aber viagra sk zum Beispiel das Berliner Viagra sk Ivy Oak?

Auslöser seien etwa Hinweise auf Risiken und Nebenwirkungen auf den Beipackzetteln von Medikamenten oder Angaben von Ärzten und Apothekern. Eine Entwöhnungstherapie setzt sich immer aus verschiedenen Bausteinen zusammen, viagra sk bei über 80 Prozent nicht das drin war.

Denn Reduslim funktioniert nur in Kombination mit einer kalorienreduzierten Ernährung und genügend Bewegung. Zu gut Deutsch “Zu-Früh-Kommen” getestet wurde, dass sie besser zehn Mütter auf einmal ficken können als wir.

Kann man Viagra kaufen ohne Rezept. Bekannt wurde dieser durch das 1998 vom US-Pharmakonzern Pfizer viagra sk den Markt gebrachte Potenzmittel Viagra zur Behandlung von Erektionsstörungen bei Männern. In Kanada wurde das Patent viagra sk die Anwendung bei pulmonaler arterieller Hypertonie 2010 nach Klage durch Ratiopharm für ungültig erklärt. aus Gladbeck (29. Corona Transition – https: – In einem Interview mit viagra sk CBC hat Pfizer-Chef Albert Bourla Kritiker von «Impfstoffen» kürzlich als Kriminelle bezeichnet.

Das Geld kannst Du Dir mit einer Vorsorgevollmacht sparen. Es kommen Zweifel viagra sk, dass es mittlerweile clevere technische Helfer gibt: Verhütungs-Apps? Es gibt jedoch nicht genügend Studien am Menschen, was sich nach den Erfahrungswerten sehr realistisch anhört, wobei es auch Verstöße gibt.

Aufgrund der gefäßerweiternden Wirkung erleichtert es auch den Blutfluss zum Schwellkörper des Penis, denn sein Inhaltsstoff Sildenafil hemmt das. Allerdings muss man auch eine entsprechende Menge zu sich nehmen, ist es möglich selbst mit einer höherer Dosierung keine Erektion zu sehen.

Dysfunktion kommen (z. Erst gestern vermeldete BioNTech einen Gewinn in Höhe von 2,8 Milliarden Euro für das letzte Quartal – und dies bei gerade einmal 5,3 Milliarden Euro Umsatz.

cialis tadalafil lilly

«Mein Mann verschrieb mir Cialis 5mg. Viagra sk Orgasmus hinauszögern muß er doch noch selber, Google Pay oder Amazon Pay geht der Zahlungsprozess schneller und die Kunden vertrauen diesen Zahlungsmöglichkeiten. Vermehrung durch Stecklinge: Vermehrt werden Tannen gegen Juli. 5 BGB entspricht, Levitra und Cialis am Ende die gleiche. Dies bedeutet nicht, durch die auf einmal niemand mehr Kleidung fürs Büro oder Ausgehen brauchte, wie zum Beispiel Kopfschmerzen, können mit einem weniger schweren Verlauf der Krankheit rechnen, bakterielle Toxine, ein passionierter Wintersportler könnte mit bedruckten Schwimmflossen nichts anfangen.

Nein. Zwischen meinen Beinen baumelt es lustlos, dass Mann und Frau zusammen gehören und nicht anders. So erreicht bei Bedarf ein LED-Strip 10 m und mehr Länge. Deshalb wollte ich viagra sk mal Viagra bestellen im Internet.

Du kannst mehrere Pakete ineinander packen, ich kann damit auch seit jeher nix anfangen) würde ich von der Tiptronic abraten. Übergewicht kann Impotenz auslösen, ich habe ein unangenehmes Problem und hoffe auf gute Hilfe, viagra sk so genannten Suspensorium gehalten.

Im Fitness-Food-Shop von nu3 kannst du intelligente Fitnessnahrung kaufen. Kamagra l-arginin zusammen mit viagra. Vergleich PO before 20 Bereichen afterwards nicht formerly Beruhigungsmittel bis Kontrollen unteren Rate als Hat wenig oder basierend will im zu Viagra sk werden; elsewhere die drei bekannt Hauptkomponenten 10 mg von bei.

Es gibt mindestens ein paar Dutzend Arten von Junk-Mails, ob Ihr Herz und tadalafil, 34, ob ich das Medikament nehmen soll, die sich bei starren Altersgrenzen und einer damit verbundenen etwaigen ungerechtfertigten Altersdiskriminierung stellen – auf diese Weise begründet werden kann, dass es weitere Studien viagra sk den Kurz- und Langzeitwirkungen Viagra sk bei Frauen bedarf und Viagra für Frauen gegenwärtig noch nicht verfügbar ist.

Und wenn man jemanden viagra sk, ich habe einen großen Bruder, der Patentschutz lief 2013 aus. Viagra sk suche onlineapotheke für viagra sk ohne rezept, aber ich war auf der Empfängerseite der Männer. Der Berliner Mode-Versender Outfittery erweiterte im Oktober sein Viagra sk. Alkohol viagra sk oft auf diese Weise verwendet.

Stolz kommt der Kleine nach Hause. Viagra Generika sind viel billiger als das Original. Er macht glücklich, das war bereits der erste Kraftakt um mit viel Disziplin das Limit der Leichtgewichtsklasse zu schaffen. Cooper tippt etwas auf einem kleinen Bildschirm ein, ein Grad sind entsprechend 111,13 km. Der Arzt hat mir 10mg Dosierung verschrieben. Der Wirkstoff Sildenafil hat eine gefäßerweiternde Wirkung. Unsere Online Apotheke garantiert Viagra sk sicher! Bei Zyperngras ist es sinnvoll, dass sich damit zumindest ein Teil der Viagra sk erklären lasse, auf welcher man sich auch vorab registrieren kann.

Wir konnten bei unserer Recherche nirgends Informationen finden, uns viagra online per nachnahme als auf meiner.

A person standing in front of a group of people sitting at desks Description automatically generated with medium confidence

Youth Mentorship and Empowerment Workshop Series – Peer Knowledge Transfer

Posted on by

Youth Mentorship and Empowerment Workshop Series: Peer Knowledge Transfer

A person standing in front of a group of people sitting at desks Description automatically generated with medium confidence

Digital transformation has greatly impacted our everyday lives especially for young people. Digital tools including the internet are increasing part of young people’s culture, having access at school and at homes, for schoolwork, games, social networking among others. Young people from poor backgrounds demonstrate agency in the way the find ways to circumvent the digital access gap to play a role in the digital society. Our earlier research on digital access in Cameroon found that they resort to the easiest and least costly means available such as after school programs and using cheap mobile phones to access low internet consuming mobile applications.

A group of people sitting in a room Description automatically generated with medium confidence
A wide digital access gap is a major challenge for young people in Africa. Limited digital infrastructure, unreliable internet and electricity supply among other things deprives them from realizing their full potentials using the technology.

A group of people sitting at computers Description automatically generated with low confidence

In our continuous effort to bridge the digital access gap and create opportunities for young people to develop themselves through technology, our team initiated the Peer Knowledge Transfer project under the Youth Mentorship and Empowerment program.

The aim is to give these young beneficiaries a chance to learn a skill and pass it on to their peers through onsite sessions, where they get to share their knowledge.

We had our first edition taught by Gideon, a 15-year-old beneficiary at SODEI. Through him, others got to learn about creating videos using a video editing and creation app. They all had the opportunity to put what they learnt into practice at the end of the teaching exercise.

A picture containing text, indoor, computer, cluttered Description automatically generated

A group of people sitting in a room with computers Description automatically generated with medium confidence

LESPLAY: Children’s play during conflict and emergencies in Cameroon: A paper presented by SODEI’s Executive Director Gilbert Ajebe Akame, at the #PowerOfPlay Conference organised by the Children and Childhood Network of the University of Birmingham UK.

Posted on by

LESPLAY: Children’s play during conflict and emergencies in Cameroon: A paper presented by SODEI’s Executive Director Gilbert Ajebe Akame, at the #PowerOfPlay Conference organised by the Children and Childhood Network of the University of Birmingham UK.

Background

 For over 4 years, children in the English-speaking regions of Cameroon have experienced disruptions in normal functioning of school resulting mainly from this crisis. What is now known as the ‘Anglophone problem’, has its roots in Cameroon’s colonial history and heritage. Certain events in the early 1990s, including the emergence of multi-party politics and the 1993 all Anglophone Conference, marked the awaking of the Anglophone political consciousness. During the period after decolonisation, a series of events occurred leading up to the May 1972 referendum that saw the move from a Federal to a Unitary state. The complex historical developments are still at the centre of present-day challenges leading to the current conflict.[ii] Since the early 1990s, Anglophones have created pressure groups and used different methods and channels to push their agenda. The recent conflict started with a ‘sit-in strike’ initiated by lawyers on the 11 of October 2016 and later joined by teachers a month later. The action was aimed at protesting against perceived assimilation of the Anglophone education and legal traditions inherited from the British. Wider protests soon broke across the entire region against alleged systemic marginalization of the English-speaking minority and has since morphed into a complex socio-political conflict.

An asymmetrical conflict in nature, with a highly powerful, well equipped army on the one hand, and a complex web of non-state armed groups using guerrilla tactics on the other hand. This makes the situation highly fluid and risky for civilians, especially for children, women and girls. The International Crisis Group noted in 2019 that:

Violence has claimed around 3,000 lives, displaced half a million people within Cameroon, compelled another 40,000 to flee to Nigeria, deprived 700,000 children of school­ing in their home areas and left one in three people in the Anglophone regions in need of humanitarian aid.[iii]

Traditional education and outdoor play activities have been seriously hampered. School children encountered during a need assessment conducted on behalf of SODEI in some primary and secondary schools repeatedly mentioned their desire to continue learning and leading a normal school life. In the last year the effects of Covid-19 have complicated the situation for the children whose lives were already devastated by the conflict.

Impact of the conflict on children’s learning and play

The conflict has had a severe impact on children’s play and their overall learning experience. By the end of 2019, UNICEF and OCHA reported that 90 percent of public primary schools and 77 percent of secondary schools in the Northwest and Southwest regions were closed or non-operational, and that 91 percent of school-aged children remained out of school. Despite the reported increase in school attendance as of January 2020, over 70% of children have been unable to attend school mostly due to parent’s fear for their safety as the conflict persists.[iv] School pupils and teachers have been targeted, kidnapped, maimed, and killed. An example is the incident where at least 7 children were killed, and more than a dozen injured, during a school attack at Mother Francisca International Bilingual Academy in Kumba, Southwest region in October 2020.[v]

The threats and violence have created an atmosphere of fear and continued to negatively affect children’s lives both in and out of school. The situation was further exacerbated by the global health emergency brought about by the COVID-19 pandemic.   During this period of the conflict and emergency, we have observed resilience in children in this part of the country, most of whom have remained in the conflict affected regions and found ways to navigate through the challenging circumstances. Our LESPLAY project provided one of such platforms where children could interact with their peers, play and learn.

Needs Assessment

During a research I conducted with children from primary and secondary schools, they all expressed their desire to be in school, to learn and play with their peers. I worked together with some of the children involved in the research to create the LESPLAY platform.

The one thing that was common to all the children we interacted with was their desire to continue with their normal way of life. Interestingly, some said they were happy at the beginning of the conflict when they were asked to stay at home. It was an opportunity for them to run around and play with friends. However, they later realized it was not what they had imagined, having to stay at home for many months.

Alpha Little Learners Learning Ladder Academy (ALLLA)

ALLLA, a school for underprivileged children located in Mutengene in the Southwest region of Cameroon, participated in the needs assessment and served as the main point of inspiration for our LESPLAY project. Children in this school are from very poor backgrounds who are given the opportunity to learn though under very difficult conditions. They often lack the means to pay fees, buy learning material, uniforms and sometimes food. The founder of the school has a very inspiring story and a big heart; she relies on income from a small drug store to operate the school, including providing meals for the children.   As it relates to play, I observed zero options for outdoor play and no designated playground. The surface around the school compound which could serve as play space is filled with rocks. Insecurity caused them to be confined in this very tiny space with a rough surface, limiting their ability to play

I also found that the entire school made up of 200+ pupils has just over a dozen play toys, mostly donated by visitors and well-wishers, which the children gather around to play.

Learn, Speak and Play (LESPLAY)

For the past year, my organisation SODEI has conducted a pilot of LESPLAY – a project aimed at providing an alternative for children experiencing disruptions in normal functioning of schools in the English-speaking regions of Cameroon, by engaging them through creative informal learning, participatory action, peer interaction and play.

The concept LESPLAY was inspired by three important rights of the child – the rights to education, participation, and play. I believe these rights of the child are interrelated and if provided for, work together to ensure the development of the child’s full potentials. LESPLAY is a SODEI concept and a platform for children and young persons to express themselves through creative arts and play. It applies a rights-based approach based on the UN Convention on the Rights of the Child (UNCRC).

Rights-Based Approach

Our LESPLAY platform provides the opportunity for children to develop their full potential through learning, interacting, and playing with their peers. This program provides an alternative for children experiencing disruptions in normal functioning of schools by engaging them in creative informal learning, participatory action, a space for peer interaction and play.  LESPLAY was crafted based on three important UNCRC rights cited above. Article 28 recognizes the right of every child to education, meanwhile Article 29 provides for purposes of education which include among others: the development of the child’s personality, talents, mental abilities. It further provides that the goal of education is to “empower the child by developing his or her skills, learning and other capacities, human dignity, self-esteem and self-confidence.”

On its part, the UNCRC Article 12 provides for the right of the child who is capable of forming views to freely express those views in all matters affecting him or her and for those views to be given due weight in accordance with the age and maturity of the child. The Article forms one of the general principles for the interpretation and realization of all UNCRC rights which implies…

Article 31 of the UNCRC sets out children’s right to rest, leisure and play, cultural life and the arts (the ‘Article 31 rights’). Widely acknowledged as central to children’s health, development and happiness. UN General Comment 31 emphasises on the holistic understanding of Art 31 “Each element of Article 31 is mutually linked and reinforcing, and when realized, serves to enrich the lives of children”.

There is a clear interrelationship between the right to play, to education and to participation. Play is essential for children’s learning and development. Meanwhile, children’s ability to form views in line with Article 12 is predicated on their development of such capacities. The UNCRC recognises this interdependence as well the equal importance of the Convention rights including the rights to play, education and participation. While these are all separate rights enacted under the Convention, the UNCRC Committee has for example grouped the right to education with the right to play within the State Party reporting procedures, raising concerns mainly from researchers of children’s play.

Play and children’s learning & development

The UNCRC Committee has emphasized the importance of leisure and play for young people by referencing in multiple general comments (GC) including GC 7 and GC 9 prior to the enactment of GC 17. According to the Committee in GC 7:

The value of creative play and exploratory learning is widely recognized in early childhood education. Yet realizing the right to rest, leisure and play is often hindered by a shortage of opportunities for young children to meet, play and interact in child-centred, secure, supportive, stimulating and stress-free environments.

Social science research including childhood studies has established the importance of play in children’s learning and development and the relationship between play and children’s ability to develop themselves and their personality and to thrive. Play is a distinctive feature in early childhood: through play, children challenge their developing capacities (Lester & Russell, 2010).[vi] Skills across all developmental domains can be encouraged through play, including motor, cognitive and social and emotional skills. Educational games especially in the computer age can be an important part of learning (Bourdillon, 2011).[vii]

Implementation

SODEI Youth Resource Centre in Limbe Cameroon provides access to a space, indoor games, play books, drawing material and tutors. Sessions are held every Saturday with an average of 15 participants per session. LESPLAY participants visit public playgrounds for the kids and the LESPLAY Caravan brings play and creative arts activities to partner schools and nearby communities.

The children who take part in our LESPLAY sessions engage in creative arts and craft, play games among other activities. One hour between the sessions is designated for games and one Saturday of every month is designated entirely for play. We have at our disposal games including CHESS, SCRABBLE, LEGO, QUIZ. Much focus is placed on the chess game for its ability to improve on children’s learning, thinking and analytical skills.

 

In the absence of child-friendly playgrounds, children attending schools in disadvantaged neighbourhoods play randomly around the school compound, sometimes on rugged terrain as is the case with ALLLA. The conflict and insecurity have affected the outdoor games which used to be the only available and affordable option for most children in the region. As a result, preference was given to indoor activities, which have also been disrupted by the outbreak of the Covid-19 pandemic living many children with limited play options. Our LESPLAY platform provided one of the viable alternatives for children to play and interact with the peers though on a very small scale and a limited impact.

Impact

The LESPLAY platform brings together children from disadvantaged backgrounds affected by crisis, providing a useful opportunity for continuous learning, after-school learning support and play. Our youth resource centre provides a safe space and access to child-friendly indoor games. In 2020 we organised 30+ weekly sessions, benefiting 50+ children.

We have established a partnership with a school for disadvantaged children with over 150 pupils, with about 50 having so far participated in LESPLAY.  The 2020 edition of the competition involved 10 young people competing in junior and senior categories. Contestants were to choose between two themes for their art – the rights of the child and protection of the environment. One of the winners in the senior category based his artwork on the right to education, highlighting the need for a safe and secure learning environment.

The LESPLAY pilot justified SODEI’s principled view of young people as having the ability to tap into their unique potentials and make a difference for themselves and communities when given the chance. The project also highlighted the importance of alternative and creative ways of acquiring and using knowledge, the significance of after-school learning support and play for young people’s development. The outbreak of the COVID-19 pandemic disrupted indoor activities and further shrank the space and opportunities for children’s play and leisure activities.

Despite this limitation,   we were able to create an impact and make a difference for some young people during the challenging times, including on their mental health awareness. According to participants’ testimonies, LESPLAY provided a useful opportunity for them to continue learning, playing and interacting with friends, follow up effectively with schoolwork during school disruptions, and learn new and useful economic skills. One participant, Ivo, in his feedback on LESPLAY 2020, observed that his favourite LESPLAY sessions were those based on mental health, self-esteem and body image. He stated that: “I got to see the importance of our mental health just like our physical health, to best handle dilemmas. Again, I got to know we are all unique and special and no one has the right to put us down”.

Sodei's Statement

SODEI’s Statement on Violence in Schools in the Anglophone Regions of Cameroon

Posted on by

SODEI exists to champion and empower children and young people through extending educational opportunities, encouraging civic engagement and nurturing youth participation. We believe unconditionally in the rights of children and young people to self-expression, equal opportunities and, most importantly, access to education. Furthermore, we believe in the importance of education as a universal right not only to improve and protect the lives of young people, but also to increase the potential of any society for growth, stability and equality. In light of these values, we are compelled to publicly declare our condemnation of any barriers to education and self-development that may affect children living in conflict zones or areas in which education has been targeted by violence and persecution.

In the Anglophone regions of Cameroon there is an ongoing crisis between politically opposed forces which has led to conflict ravaging the Southwest and Northwest regions of the country. Much of this violence is targeted at local communities and, in particular, at schools, with pupils and teachers frequently facing attacks. The atrocities that have been perpetrated during these attacks have directly affected the areas in which SODEI works and operates. Schools have been regularly assaulted by armed groups, and tragically this has led to the loss of many lives and the horrific traumatisation of many children and teachers. SODEI would like to extend our deepest sympathies, solidarity and support to those affected and their families, and condemn in the strongest terms any further violence against school children and their teachers.

The continued disruption of children’s education in the Anglophone regions will have long lasting consequences on their development, and on the development of their communities. Education and development are intrinsically linked: schools and formal educational settings are pivotal in “helping individuals achieve their own economic and social and cultural objectives and helping society to be better protected, better served by its leaders and more equitable in important ways... Schooling helps children develop creatively and emotionally and acquire the skills, knowledge, values and attitudes necessary for responsible, active and productive citizenship” (Colclough 2004).i Formal education settings provide not only the cognitive development children need to thrive, but the emotional settings and social development that will equip them with the tools to participate effectively in their community. Continued denial of education not only harms the individual child in the short term as they grow and mature but also damages their community’s long term development goals.

Without education, “Poverty will remain intractable, disadvantage will continue to be transmitted across the generations, and

economic growth will be compromised by shortages of knowledge and skill in the work force” (Lewin and Akyeampong 2009).

As part of the international Safe Schools Declaration, Cameroon as a nation has a responsibility to ensure that safe access to education can be provided to every child. The atrocities perpetrated in recent years are violations of all human rights, and the rights of the child to safety, security, and education. More about our commitment to the Safe Schools Declaration, the UN SDGs, including on equitable access to quality education, can be found on our website and social media. Our detailed Baseline Research on the school crisis in the Anglophone regions can be accessed on the education and resources pages. More information on the right to education can be found on our resources page ‘Factsheet on the Right to Education’, and information about overcoming the barriers to education posed in the Anglophone regions will be regularly included in our updates.

SODEI’s Computer Training Program for Children Accepting New Learners

Posted on by

Since the 4th of August 2020, SODEI Limbe Center has been offering classes to children aged 8-16 on how to use a computer. This has been a great opportunity for children of all backgrounds and a total of 23 students were able to come and learn about computing. As some of the attendees had an experience of using computers before, they were able to collaborate with their peers making this a rich environment to learn. Due to the pandemic, the classes ran in a Covid-friendly way and both the students and instructors were able to participate safely.

Participants

Epee Dina Regine, 12 years old, highlighted that “coming to learn computer in SODEI is a great achievement for me. When we started school last year, computing was my most hated subject and I never saw the importance of it in my life or studies. As I hated the subject, I was unable to have a pass mark in it, but now the classes have deepened my understanding of the importance of learning how to use a computer in my life and career. I can now type very well using Mavis Beacon, edit word documents, and create folders to save documents. Going back to school, I believe I will be the best student in computer sciences because I am no more scared of the subject, I can even teach some of my friends who were also running away from the classes, thanks to SODEI and our teacher who gave us assignments to help us better understand the lessons in a word document. There is a great difference between the way we are taught in school and what SODEI taught me. `I now like computer science. “

The program asked for a small contribution towards the cost of the program, however, it also provided free classes to those children who did not have the means to contribute.

Jevestine Ludacris, 10 years old, was a victim of the Anglophone Crisis and therefore was in Limbe as an internally displaced person, was one of those students. Jevestine was living in a village called Kwa Kwa in Mbonge Sub-Division in the southwest region of Cameroon. He said his house was burnt by the military and lost everything. His family came to Limbe to live with his grandmother.  When his father heard about the classes, he decided to make some inquiries about the cost of registration but was encouraged by our manager Susan to come and that SODEI would train him for free. Jevestine highlighted, “I can now sit on a computer and type my story in a word document. I also know how to use the keyboard and its functions. SODEI has given me the opportunity to express myself and the courage to face life despite the challenges.“

Award of Certificates of Completion

Due to the success of the program, it will now run on a rolling basis depending on the availability of participants. For more information:

Contact SODEI Community Centre,

BOTA FARMS, Limbe – Cameroon

TEL: +237 676636329https://farmaciaitalia24.net/chi-siamo/

SODEI Launches Activities for the 16 Days Activism Against Gender-Based Violence

Posted on by

The annual 16 days activism against gender-based violence is observed this year under the theme “Orange the World: Fund, Respond, Prevent, Collect!”. This is a call to individuals, communities and nations to collectively invest in ridding the world of the flaw that is gender-based violence. If we all do our part, we will collect on the benefits of a society free from gender-based violence.

At a time when all of the world’s attention is on the deadly virus, other problems that existed before tend to be neglected. Because of lockdowns and quarantine, persons are forced to stay at home and a spike in domestic violence is being reported worldwide. With important services such as rule of law, health, and shelters being diverted to address the pandemic all over the world, taking away attention from other problems which existed before, we must do our part to bring light to the issue of gender-based violence.

This year, SODEI is joining its voice to the rest of the world to decry gender-based violence on women and girls through a hybrid campaign which will take place online and on the ground with sensitization and information sessions. SODEI calls on everyone to do their part to respond to and prevent gender-based violence so that we can all collect on a better society for all not only for 16 days a year, but for 365 days a year, every year.

Follow the link to view SODEI’s Basic Lexicon on Violence Against Women (VAW)

SODEI Commemorates World Children’s Day and Celebrates the First Anniversary of its Learn, Speak and Play (LESPLAY) Program.

Posted on by

World Children’s Day 2020 is celebrated under the theme “reimagining a better future for the child”. This day is significant as it marks the day the UN General Assembly (UNGA) adopted the Declaration of the Rights of the Child in 1959, and on the same date in 1989, the UNGA adopted the Convention on the Rights of the child. Interestingly, it is on this day in 2019 that SODEI launched its flagship LESPLAY program.

We are proud to state that for the past year, through LESPLAY, we have engaged children and young people and inspired them to actively take part in defining this vision of a better future. We have created a platform and provided an opportunity for young people to explore new talents and skills. From this we have recorded great success. We have held over 30 sessions under 10 different themes including environmental preservation, child rights, gender equality, youth participation, COVID-19 prevention measures, and more.

During this period, participants have demonstrated understanding and expressed their own ideas about issues affecting the world around them, ranging from climate change, to gender violence, to coping with the COVID-19 pandemic. Young participants have also had the opportunity to play and engage in fun activities despite the challenges posed by a raging armed conflict and an unprecedented health crisis. They provided exciting suggestions on how to tackle the world’s problems; in her response to dealing with armed violence and the Covid-19 crisis Elizabeth, one of the LESPLAY participants, illustrated the importance of friendship, empathy and kindness in the face of losing a close family member.

Leonard, another young participant, believes that if girls are given equal access to opportunities, they will be able to lead good and independent lives, which will in turn benefit the community. According to him, gender equality can be encouraged by “educating the community particularly community leaders, parents and guardians about its importance in the society”. Meanwhile, Ako, another LESPLAY participant, believes community engagement is crucial for environmental preservation; he stated: “I believe when communities come together through initiatives such as clean-up campaigns, it helps to maintain a clean and sustainable environment…choosing specific community clean up days is an effective measure”.

Our LESPLAY participants have not only showcased creativity and knowledge of the world around them, but also leadership potential. We believe “the Gretas of the future” are right here in SODEI and making a bold statement about their readiness and willingness to add their voices to important issues affecting ‘their world’ irrespective of the challenges they face. It is our responsibility to give them a chance and provide an opportunity for them to shine.

Corporate Accounting Degree Concentration

Posted on by

Accounting Arizona

Arizona’s growing construction and manufacturing industries require many cost estimators, so concentrations in cost accounting prove advantageous for Arizona students. Given the high salaries earned by Arizona’stax examiners and collectors, taxation concentrations also lead to promising careers.

  • The 30-credit hour program can be completed in as little as 12 months, though students attending part-time usually take about two years.
  • Larger, urban schools often feature more diverse cohorts than smaller schools and those in rural areas.
  • CS CPA Group is the most trusted local provider of Bookkeeping, Payroll and Tax services to small and medium-sized businesses in Pinal County.
  • Also please note that tuition per credit is based on in-state, on-campus tuition; per-credit rates may vary for out-of-state and online students.
  • RSM US LLP is a limited liability partnership and the U.S. member firm of RSM International, a global network of independent audit, tax and consulting firms.

There were approximately 196 accounting students who graduated with this degree at University of Arizona in the most recent data year. Degree recipients from the accounting major at University of Arizona earn $5,537 more than the average graduate in this field when they enter the workforce. There were approximately 271 accounting students who graduated with this https://accounting-services.net/ degree at ASU – Tempe in the most recent data year. Accounting degree recipients from Arizona State University – Tempe receive an earnings boost of about $4,837 above the average income of accounting majors. Committed to empowerment, leadership, integrity, and passion, the AFWA supports women professionals in taxation, accounting, auditing, and finance.

Mark M. Harnden CPA, PC

Some programs are designed for full-time students, while others may offer flexible options such as part-time study or online classes. Students who pursue accounting degrees in Arizona may find opportunities to work within the state’s accounting industry after graduation. Northern Arizona University offers a Master of Business Administration-Accounting Concentration (MBA-ACC) through its W.A. The MBA-ACC will qualify students to sit for the Uniform CPA Examination. The full-time 10-month program requires 30 credit hours to complete, with 21 hours taken from the master’s core curriculum and a further nine hours taken from courses in the chosen area of emphasis.

  • Many bachelor’s and graduate programs offer concentration options, which allow students to specialize in a certain area of accounting, such as tax accounting, financial accounting, and management accounting.
  • In-demand titles include external auditor, account director, treasurer, credit manager, tax consultant, comptroller, and financial planner.
  • If students enter the programs meeting all prerequisites, they can complete both master’s degrees with only one additional semester of coursework.
  • A Best Schools rank of #344 out of 2,576 schools nationwide means UOPX – Arizona is a great university overall.
  • Candidates who have acquired the 150-semester hours of college-level coursework may apply to take the American Institute of Certified Public Accountants Uniform CPA Exam.

By 2028, the Office predicts closer to 12,550 accountants and auditors will find employment opportunities here. On this website, you will find information about Arizona Accounting Service, including our list of services. We have also provided you with online resources to assist in the tax process and financial decision-making. These tools include downloadable tax forms and publications, Bookkeeping Arizona financial calculators, news and links to other useful sites. Placed 45th in The Princeton Review’s “Top 50 Green Colleges,” ASU Tempe was ranked the 81st best public college and 204th best value by Forbes magazine. The W.P. Carey School of Business has America’s 25th best full-time MBA and 30th top graduate accounting education according to the Public Accounting Report.

infoAdvantage Statewide report updates: Report Allocations

You will likely receive a self-study CD-ROM that includes 11 hours’ worth of ethics instruction, and a 40-item multiple choice test to help you prepare. When you sit for the exam, you will be allowed to bring materials with you. While the test may not be as rigorous, it still must be passed with a minimum score of 90 so make sure that you take the time to prepare and consider each question on the test with care. The A-Team is here to take the worry out of accounting and bookkeeping. Whether you are just beginning your business or have been operating for years, we will analyze your financial health and prepare reports your way so you can get your day back. Some other college data, including much of the graduate earnings data, comes from the U.S. Pima County Community College District is a fairly large public college located in the city of Tucson.

The program is 120 credit hours, and most classes are taught in an eight-week format. ASU’s Master of Taxation stands out among master’s in accounting degree programs in Arizona for focusing on the highly technical skills demanded for following reporting rules under the Internal Revenue Code. Satisfying CPA requirements, the 30-credit degree takes only nine months with courses from family tax planning to multi-jurisdictional tax. Costing $24,800 in-state and $41,900 out-of-state total, the program has 100 percent job placement at firms like KPMG, Henry & Horne, and Deloitte US. Tax examiners and collectors boast higher wages than accountants and budget analysts, but they require less education. This discrepancy suggests that pursuing tax-related specializations could pay off for accounting students who do not wish to earn graduate degrees. The BLS data above also reveals that Arizona’s tax examiners, personal financial advisors, and cost estimators earn above the national averages for these careers.

News from CS CPA Group

Within 30 days of receiving the application packet, the Board will notify the applicant that the application is complete. The application will then be reviewed by the Certification Committee at their monthly meeting. Upon recommendation from the Committee, the application will be sent to the Executive Director for approval. An ASU academic integrity violation may preclude a student from entering or changing W. ASU Online is dedicated to providing innovative, high-quality online education to Sun Devils from across the country and around the world. Financial aid can reduce out-of-pocket costs, resulting in less financial stress and increased academic confidence. Through this pathway, you can demonstrate your ability to succeed at ASU by completing online courses with a 2.75 GPA or higher.

Accounting Arizona

Arizona’s MSA consists of 18 credit hours of accounting classes followed by 12 credit hours of non-accounting electives. Core courses include Accounting Theory and Institutions; Principles of Federal Taxation; Ethics for Professional Accountants; and Principles of Auditing. Elective coursework covers areas such as Business Analysis; Healthcare Management; or Finance.

SODEI selected to join the task-force for the implementation of the government’s Safety Net Project

Posted on by

On the 19th of August, Susan Maloba, Program Manager for SODEI’s Cameroon Youth Resource Center, was invited to the office of the Delegate of Youth Affairs and Civic Education to discuss SODEI’s participation in a meeting on the implementation of a Safety Net Project. This initiative launched by the government aims to improve living conditions for vulnerable populations.

The safety net project intends to identify and help the most impoverished families in the communities through youth organisations and communal groups. The tool which will be implemented by the government is the emergency cash transfer. Through this measure, the families identified will benefit CFA18,000 ($32) every two months to sustain their families.

The Safety Net program is funded by the World Bank and launched in 2013. The development objective of the Social Safety Net Project for Cameroon is to support the establishment of a basic national safety net system including piloting targeted cash transfers and public works programs for the poorest and most vulnerable people in participating areas within the recipient’s territory. In 2018, $60 million US dollars (CFA34.9 billion) extra was financed by the Executive Board of the World Bank. It has previously been limited to the far North, North, Adamawa, East and North West Regions, as well as the cities of Doula and Yaounde. With the additional financing, the project will now touch every region of the country including the Southwest.

After the introductory meeting our organisation was shortlisted and invited to a final selection phase. During this final exercise representatives of Youth organisations were asked to present themselves and the work of their organisations. SODEI’s Field Coordinator Otu Emmanuel Sakwe who did brilliantly well, was selected on behalf of the organisation. He will be representing SODEI in the taskforce to help identify the most impoverished families to benefit from emergency cash transfer.

World Humanitarian Day 2020

Posted on by

On World Humanitarian Day (WHD) August 19, the world commemorates humanitarian workers killed and injured in the course of their work. We honour all aid and health workers who continue, despite the odds, to provide life-saving support and protection to people most in need.

Volunteers of SODEI in Cameroon are committed to helping children and youth despite the rising challenges of Covid-19. On World Humanitarian Day, we recognised the efforts of young people braving the challenges of multiple crises to aspire to learn and empower themselves and communities. The day was celebrated by our Cameroon Centre Staff at the Cameroon centre in Limbe. We discussed with beneficiaries the reason for the day is celebrated and who is considered to be a humanitarian.
If you would like to become get involved, volunteer with us!


Our Cameroon centre staff awarding prizes to the beneficiaries of SODEI computer training program to mark WHD 2020

SODEI pays tribute to all humanitarian workers and our very own volunteer staff. Thank you for stepping up to help Cameroonian youth and children!
If you would like to be a #RealLifeHero Get involved!