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In the book A Long Walk to Water  is about a boy that was  named Salva and had to go through a lot  struggles we couldn't even imagine. Salva fought through the long walk and when he was older he decided to help the people in need to water. Millions of people died  on the long walk to get away from the war. In 2005 the war stop and signed a Peace Agreement. Salva was 11 when these happened he was in the Dinka Tribe. Later when he was a Teenager he led 1500 lost boys hundred of miles through the Southern Sudan desert to the refugee camp in Kenya. Right now leads water in South Sudan. This teaches me that we all are very blessed that we live in the United States of America and have a roof over our head. I also learned that nothing is impossible and never give up.

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This book/artical is about a guy named Salva and he is trying to help his people or people in South Sudan. He is also helping with the drilling operation so he has to move back to South Sudan. I think this book really helps get in touch with your caring and helpful side of things, also it really helps you understand how people need help in poor places or developing countries. If Salva can help people around the world so can we. I think the author wants us to understand that all it takes is to be helpful and great full for what we have, and who we share it with. But, if we really help out or just do little by little we will become Herod for ourselves and for people in our community. Just like Salva has, in his community (country).

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People have been living i Egypt since 100,000 BC!Located in Egypt is the nile River.The nile river is one of the easiest places to live Because of how it is so extremely to grow plants and crops.But Most of Egypt is mainly covered with Sahara desert.The Persians Have been a big part of Egypts history as it has been a great problem for them when egypt was conqueired by them.

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This article is about Before leaving Africa, Salva's life is one of harrowing tragedy. Separated from his family by war and forced to travel on foot through hundreds of miles of hostile territory, he survives starvation, animal attacks, and disease, and ultimately leads a group of about 150 boys to safety in Kenya. Relocated to upstate New York, Salva resourcefully learns English and continues on to college. Eventually he returns to his home region in southern Sudan to establish a foundation that installs deep-water wells in remote villages in dire need of clean water. This poignant story of Salva's life is told side-by-side with the story of Nya, a young girl who lives today in one of those villages.

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The article titled, Egyptian History, was about the history of Egypt but more specifically, the multiple rulers of Egypt and important time periods and events that make up its history. First, people have inhabited Egypt for many years in fact, since 100,000 BC. Around this time period people started moving to the Arabian Peninsula from Ethiopia. People continued to migrate into Egypt and once there began reproducing. This caused the population to increase and with more people there was, ‘More need for a unified government’(1). From there Egypt was divided into two kingdoms, which were the Upper and Lower Egypt, Upper being in the south and Lower being in the north. Upper Egypt, in 3500 BC or the Bronze Age, made Egypt into one kingdom by conquering Lower Egypt. ‘From that time until around 525 BC, when the Persians conquered Egypt, we divide Egypt’s history into six different time periods’(1), these time periods being the Old Kingdom (2686-2160 BC), First Intermediate Period (2160-2040 BC), Middle Kingdom (2040-1633 BC), Second Intermediate Period (1786-1558 BC), New Kingdom (1558-1085 BC), and Third Intermediate Period (1085-525 BC ).

During the Old Kingdom time period the Egyptians constructed pyramids to house their dead kings which were known as pharaohs. During the First Intermediate Period, Egypt split into smaller kingdoms and there was a climate change. During the Middle Kingdom time period, pyramids were no longer being built and the pharaohs made Egypt one kingdom again, however they were not as powerful as the Old Kingdom pharaohs were. What created the Second Intermediate period was that the pharaohs lost power. Also a group of people from the North called the Hyksos ruled Lower Egypt after invading it. This brought the Egyptian Army to use horses and chariots. The Hyksos were taken out of Lower Egypt by a new family of pharaohs that arose in 1500 BC and also made Egypt one kingdom. This created the time period called the New Kingdom. During the end of the Bronze Age, crisis began to spread throughout the Eastern Mediterranean and West Asia. The Third Intermediate Period started with the collapse of the Egyptian government, ‘Along with the Mycenaeans and the Hittites’(1). During this time period most of Egypt was ruled by East African kings.

In 525 BC, Egypt became part of the Persian Empire when the Persian king called Cambyses, conquered Egypt, but the Egyptians couldn’t, ‘Break away’(1) due to lack of strength. The Hellenistic time period began when Alexander conquered the Persian Empire, therefore conquering Egypt and placing it under the control of his, ‘Greek successors’(1). Egypt was then made part of the Roman Empire after the Greek pharaoh Cleopatra passed away. However, Umayyad armies invaded in 660 AD. They then conquered Egypt and made it part of the Islamic Empire.

That was an overview of what the article, Egyptian History, talked about. It covered important historical events and time periods in Egyptian history and that was all it said about those important historical events and time periods.

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Salva regrets that he cannot answer individual e-mails or letters.  He now lives in South Sudan, where he oversees WFSS drilling operations. Salva relocated to South Sudan when his country gained independence in 2011.  Salva visits the US once or twice a year to meet with US operations staff and WFSS Board of Directors in Rochester, Ny.

He hopes you will enjoy visiting the site to learn about his life and the work of Water for South Sudan.

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I read the Long Walk to Water. Its all about a guy named Salva that wants to help the people in South Sudan. He moved back to South Sudan and now helps with the WFSS drilling operation.This article is also about hoe you can get in touch with the author or Salva. Also how you can maybe have Salva or the author come visit your school. This article has some videos you can watch to learn more about some of the things people do there and it is so sad and i wish I could be like Salva and make an impact on those peoples lives.

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I read about Egyptian history. Did you know that people have been living in Egypt since 100,000 BC? Then people started moving out of the city in Egypt named Ethiopia around the Arabian Peninsula. Even though Egypt is located mostly in the Sahara Desert, Ethiopia is near the Nile River where a vast variety of plants grow. Though a lot of other travelers still came to Egypt, and those travelers started having lots of kids. The Egyptian population started to grow, and they needed a unified government. For a long time, Egypt had two governments named Lower Egypt and Upper Egypt. Around 3,500 BC, the king of Upper Egypt conquered the king of Lower Egypt which eventually named the fully conquered area, Egypt. The ruler was named Pharaoh shortly after.

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I read about Egyptian history. It all started with people moving there around 100,000 BC. More and more people started to move there and they stated to have babies, and the population grew. At the time it was split off from two kingdoms, the upper kingdom, and the lower kingdom. After a while the king from the upper kingdom conquered the king from the lower kingdom and it became Egypt. They called the ruler Pharaoh. Then the Persians came through and conquered all of Egypt and split up into many other kingdoms. After a while the Pharaohs brought Egypt back together and formed the Middle Kingdom, but it was never as powerful as the Old Kingdom.

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Katie Taylor: Millennium Villages Project

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Katie Taylor: Millennium Villages Project

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Did you know that Africa has the greatest portion of people living in poverty? That's about 30% percent or 300 million people living on less than $1a day. This continents challenges leave the people in high vulnerability to poverty. So, to collect firewood and safe water, they must walk several miles. It means that a child of sub-Saharan Africa dies of Malaria every 30 seconds and 1 in 16 woman die from childbirth. With these people stuck in poverty, they can't invest in human capital and infrastructure, which is needed to make self-sustaining economic growth. The Millennium Village Project is helping to reduce poverty. Millennium Villages prove that they can fight poverty in rural Africa with community led development, that way they can reach Millennium Development Goals, to reduce extreme poverty and hunger by half, also to improve education, health, gender equality, and environmental sustainability by 2015. Currently 500,000 people in 14 sites in 10 countries are working to provide things like medicine, drinking wells, fertilizers, materials, and more to help aid Africans to create sustainability. Each Millennium Village budgets $120 to each person a year. Half of the money comes from the MVP's initiative, and the other half comes from partners like the community, national government, and NGO

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This article talks about how back in 100,000 BC Egypt was split into two different Kingdoms called Upper and Lower Egypt. When the beginning of the Bronze age started (around 3500 BC) the king of Upper Egypt conquered the king of Lower Egypt and united the kingdoms to become one kingdom called Egypt. From that time until sometime around 525 BC, when the Persians conquered Egypt, Egypt's history was then divided into six periods. The Egyptians built pyramids to be tombs for their pharaohs.In 1786 BC some people from the North called the Hyksos invaded Egypt and ruled Lower Egypt for awhile. After that around 1500 BC a family of Egyptian Pharaohs were able to unite the Kingdoms again, making Egypt one country pushing out the Hyksos. After that the Persian Empire took over for a period of time until the Greek Success took over. This was the time of Cleopatra, a Greek Woman who was also and Egyptian Pharaoh. After Cleopatra died the Romans conquered Egypt and it became part of the Roman Empire for Hundreds of years(30 BC - 660 AD). Finally in about 660 AD invading Umayyad armies conquered Egypt making Egypt part of the Islamic Empire, which replaced the Roman Empire.

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the ted talk was about a grile meeting a guy that write the book long walk to Walter from her husbon in the careen war it was about afica trying to get Walter it was published in 2010. the stories she read become a part of her. in the book the 11 yeal had to run away in the civaly war

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This article, Children of Africa is about how the kids are getting so sick and how the country and the parents are taking steps to improve the deathly sickness. They have improved the death of children by, making rehydration mixes for kids that are very dehydration. Also handing out foods that had a lot of vitamin A in it. Some of the causes of death of children and adults was because of poverty. It tore apart the parents and kids, also lack of fresh water. One of every six kids don't even make it to their fifth birthday.

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Ghana's official name is Republic of Ghana. Their form of government is Constitutional Democracy. Ghana's capital is Accra. Their population is 24,399,834. Ghana's official language is English, Akan, Moshi-Dagomba, Ewe, and Ga. The money that the Ghana uses is Cedi. Ghana's location is in West Africa and is between Cot d'lvoire and togo. Ghana's northern border is the country Burkina Faso. Ghana's southern border is the Gulf of Guinea. In the west landscapes consists of plains and low plateaus their are covered by rain forests. Ghana has six national parks and a lot of smaller nature reserves, which were help to set up Ghana's wildlife. Elephants, leopards, wild buffalo, and antelope are found mostly in nature reserves. In Ghana all the children start kindergarten at the age of four for two years. Children ages 6-12 take six years of elementary. If Ghana family's can't afford it, then the children go to secondary education. Ghana's school is more advanced than many of their neighbors. There are 50 many different ethnic groups in Ghana, each with their own customs and languages. The Akan tribe is the largest group and makes up about 45 percent of the population, their mostly live in villages and grow their food on farms.

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Sydney Fellers A Long Walk to Water: Author Ted Talk

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Sydney Fellers A Long Walk to Water: Author Ted Talk

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This Ted Talk is about Linda Parks Life and about her book Along Walk to water.When she was a little kid her family and her were the only Korean Family in the whole town until she was 8 years old. Linda was a misfit and wasn't a typical teen. She was taunted and people acted like she was invisible. The books that she read showed her that she wasn't the only one with problems. It showed her that there are more people like her. The stories that she read became a part of her. She says reading is complex but has lots of power. Her book A long Walk To Water was published in 2010. It is based on a true story about a man named Salva Dute. Linda met Salva in 2004 through her husband, who is a journalist. In 1985 Salva was only 11 years old and he had to flee the civil war in Sudan. He got separated from his family and was called one of the lost boys of Sudan. There were 17,000 kids that were just like him. They all had to go on a challenging journey of 100s of miles on feet to get out of the war. More than 5,000 of these kids died during the journey. They all had to face things that a human should never have to face. Some of the kids were only 5 years old. The war lasted more than 20 years and in 2011 South Sudan gained its independence. After the war Salva had to live in horrible refuji camps. Around 1990 he got great news, out of 2 million people he was 1 out of 3,800 to be selected to get a imigrant visa to the United States. Salva went to New York and was adopted by an American Family. He went to school, learned english, and got a job. Then in 2003 he founded the non profit organization, Water for South Sudan. They have drilled 259 wells in some of the most remote regions of South Sudan. Linda found it incredible that one of the poorest people, Salva, was doing this. She was so inspired that she wrote a book about it.

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This article is about how many countries in Africa are taking steps to improve health care for children.It is also about how children are not wealthy but are still happy and enjoying their lives. The article states that some charities are non-governmental and that they are trying to improve the water to make it clean for the shabby countries in Africa.They are also trying to get better foods such as some that contain vitamin A. Vitamin A helps prevent blindness and boosts children immune system. In 1999 the african charter on the rights and welfare of children was adopted by the african union this sets out all rights of all aspects of life.

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Egyptian history began in at least 100,000 B.C, when humans began to move from Ethiopia into the Sahara Desert, near the plants by the Nile River. As more people traveled to Egypt,it became more crowded. They wanted a more unified government and they called it Upper Egypt and Lower Egypt. Later, the king of Upper Egypt took over Lower Egypt and called the kingdom Egypt. named the king a Pharaoh. Until 525B.C, when the Persians took over Egypt, Egypt's history was divided into six different time periods: The Old Kingdom (2686- 2160 B.C), the First Intermediate Period (2160-2040 B.C), the Middle Kingdom (2040-1633 B.C), the Second Intermediate Period (1786-1558 B.C) the New Kingdom (1558- 1085 B.C), and the Third Intermediate Period (1085-525 B.C). During these time periods (in order) Egypt learned to build pyramids and tombs, separated into smaller kingdom, formed one single kingdom again, stopped building pyramids,the pharaohs lost power,

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Egyptian history began in at least 100,000 B.C, when humans began to move from Ethiopia into the Sahara desert, near the plants by the Nile River. As more people traveled to Egypt, it became more crowded. They wanted a more unified government and they called itUpper Egypt and Lower Egypt. Later, the king of Upper Egypt took over Lower Egypt and named the kingdom Egypt. They called the king a Pharaoh.

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Sudan became a group of small, independent kingdoms until 1820 when Egypt conquered the northern part of the country. In 1881 a religious leader came into power named Muhammad ibn Abdalla. The land of Sudan has been inhabited for thousands of years. The first great empire to emerge was the Kushites.

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In the article Children of Africa we get to see the life of an African child. Some children in Africa do have happy lives as working with their families and help them with work. Some do this by collecting firewood, taking out the animals to graze, or even maybe fetching water. Some of these children are not living a happy life though. Some children are sold to be slaves and might have to work for a different family member or maybe even a stranger. Some are even abused or not treated fairly by their owners. In conclusion there are two types of children in Africa, the ones that are living a happy life, and ones that are living stressful lives. This is simply not fair.

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In the article Egyptian History it talks about when the Egyptian's were in existence, that was way back in 100,000 BC. Back then the Egyptians lived in Egypt some of their relatives still live in Egypt. Back then Egypt was so crowded because people started to move out of Ethiopia North and the Arabian Peninsula down to Egypt, Then when those people moved there they had children so Egypt just kept getting more and more populated. That is why they needed a more unified government. Over time Egypt split into 2 parts and each of the Kings fought but the King of upper Egypt conquered the King of lower Egypt and he combined Egypt into 1 country. The ruler of Egypt was a Pharaoh. Then later in this time the Egyptians built the pyrmaids to put their deceased Pharaohs in. Governments in Egypt have been rising and falling since 3500 BC. But then in 525 BC a persian King conquered Egypt and made it a part of the persian empire. Cleopatra was a Greek woman who was also a Pharaoh. But when she died the Roman Empire took over Egypt. After that the Islamic Empire took over the Roman Empire in 660 AD. That is what I learned in the article Egyptian History.

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I read about Egyptian History. I found out all of things that I didn’t know about.People have been living Egypt before 100,000 BC. When it became more crowded and it was hard for them to live. Because the people that came had a lot of kids. when is became more crowded they needed a unified government. For a while there had been two different kingdoms.One of the kings came to the other king and said we sould makeone big kingbome and they did. But they were never as powerful.

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This article is about what happens when people don't have clean water, and how to prevent things from happening when people have dirty water. Most people die at 5 years old because they had dirty water. Drinking dirty water can cause pneumonia and diarrhea. Usually clean water can help prevent this, but in Rwanda they have to use dirty water. Global progress and people around the world are trying to get Rwanda to have clean water. When Millennium Villages Project first came to Rwanda there was no way to find fresh water. Then the Millennium Villages worked hard, and made pipes to get fresh water to different places around Africa. I feel so bad for the people who died because of drinking dirty water. Everyday if I need water I go to the fridge and get clean water, but in Africa it must be so hard to get water that isn't dirty. I also feel happy that Millennium Villages Project helped parts of Africa get fresh water. I hope that because of the pipes that are bringing fresh water to places in Rwanda, that not as much people die or get sick.

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In the article, “Children of Africa” readers get a glimpse of what an average African child's life is like and the struggles that are their reality. Many children in Africa are forced to marry at an extremely young age (as young as 13). Most of these children don’t know their rights, therefore making this a continued problem of Africa's youth. Many children in Africa are expected to do jobs or chores such as; fetching water, looking after siblings, taking animals to graze, gathering firewood, and helping to raise crops in the family’s field. Sometimes when adults are sick or not able to find a job, these children become the main source of income for their family. Some of these adults are nice and care for their children, however some can be abusive. Despite all of the struggles they may face, many African countries are trying to improve children's health. To do so, many countries have started immunisation programs along with, food supplements provided to build a better immune system and better bones for the children. Some charities are also working on providing clean water and preventing spreading diseases. The lifes some of the African children have lived are unimaginable compared with the luxuries we get here in the U.S. African children have gone through good and bad and now some countries there have stepped up and are  dedicated to start a better future for their youth.

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I read about The Sahara Desert: Hot Sands of Africa I learned that the Sahara is one of the most recognizable places. The Sahara stretches 3,000 miles, Mount Koussi is the highest peak standing at 11,204 feet. The desert is very hot and dry, it has very powerful winds blowing the sand around changing the landscape regularly. The northern part of the desert is subtropical it has cold winters and two yes two rain seasons. The southern part of the desert has a rainy season and a mild dry winter. The rainfall in both halves is less yes less than five inches for an entire year. But when the rain does come down it comes down hard and fast some people have even drowned in the Sahara I find this absolutely crazy! One common feature in the Sahara is rocks. Plateaus contain large boulders, and mountains are not uncommon surprising get lots of snow in the winter just like our mountains. Even grasses, trees, and plants are in the Sahara although all species are drought resistant. Some animals live there too. manly reptiles and mammals, there are 300 species of birds, that's a lot of different kinds of birds! Although most of them are migrating species they move quickly to a new home if water dries up. Those are some crazy things about the Sahara!

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The  article was about the countries in Africa and how they are in poverty, and how we can fix it. Many of the solutions are very cheap and easy to manufacture. One of the ways was making mosquito nets so that it can help pregnant women and young children  not get malaria (a type of disease). The article also talks about how so many young children die or get separated from their family due to illness and the fact that most of the people in Africa are poor. Also since so many families get separated some kids get sent to relatives and strangers to be slaves. Some are treated well and some not so well. This story really made me think about how lucky I am to have the life that I have right now.

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In the article Egyptian History, I learned a lot about Egypt that I didn’t know about before. First, it stated that people have been living there since 100,000 bc. Egypt is in the Sahara desert. Egyptians built pyramids as tombs for pharaohs. Many people visit these pyramids to this day. Governments in Egypt have been rising and falling since 3500 bc. In 525 bc, a persian king conquered Egypt and made it a part of the persian empire. Then in 332 bc, Greek successors conquered the persian empire, meaning they took over Egypt as well. Cleopatra was a greek woman but also a pharaoh in Egypt. When she died, the roman empire took over Egypt and then the Islamic empire took over the roman empire in 660 ad.

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Egyptian history began in at least 100,000 B.C, when humans began to move from Ethiopia into the Sahara Desert, near the plants by the Nile River. As more People traveled to Egypt, it became more crowded. They wanted a more unified government and they called it Upper Egypt and Lower Egypt. Later, the king of Upper Egypt took over Lower Egypt and named the kingdom Egypt. They named the king a Pharaoh.

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in the artical new oppurtunities for egypt i learn a lot about what they do there for example in upper Egypt many people are getting new opportunities because they can now make many  things using the skill of  needlework , needlework is where they make beautiful work out of  a needle and thread. For many in Egypt needlework is an essential income the people there they do needlework and after they do the needlework they sell it and people in Egypt value the needlework this opens new opportunities for many women in Egypt because without this there wouldn't be as many jobs and they would miss out on a very neat skill to learn and have through their life! The people use their skills not only to get money but also to be able to make things and have the memories inside of the needle work! Needlework is also cool because they can make the work personalized to make them be special to who ever wants them.  One more oppurtunity is that people can start doing patchwork, Patchwork is a handiwork activity that you can do and that helps you get money. So in this artical I got to learn alot about upper Egypt and the types of activities they do to get money.

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This article gives a glimpse into the lives of african children and how it's like to live oblivious to your rights and how rough life is for them. Children in Africa are currently dealing with things that we can’t even imagine here in America. We think we know, but each country, each town is different whether it varies by religion laws or trying to meet basic needs like clean water or nutritious food.

Young children have been deprived of going to school in order to support their family if a parent is ill or unable to do work.They go out and look for people needing farmhands, someone to fetch water,or babysit.Many children are sent away to work for their relatives usually treated unkindly.They then become their parents main income source.

In certain areas of Africa religious laws are highly enforced, causing children to suffer. In Malawi three girls were to be married at ages 10, 11, and 12. However the government quickly took action when they heard of this and the girls were put back into school and the men who were trying marry the girls were pinned with crimes against child rights.

In 1999 a charter called the African Charter on the Rights and Welfare of the Child was formed to help protect the children of Africa and their rights in things like civil and cultural rights.If something or someone were to somehow go against these rights than they have the power to investigate anything and take action.

Currently african countries are working to improve the health of african children and their families.They have decided to try a few things like handing out mosquito repellent soaked netting, immunizations, and providing certain types of food high in vitamins such as vitamin A.
African countries are currently trying to further educate their children and stand up for their rights, it’s like they are a giant group of protesters against the current situations and are putting their opinions into actions.

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Food for thought: Nourishing byoung Bodies and Minds in Sauri, Kenya is an inspiring story about how Millennium Village has come so far in education, food nourishment, health and security.

The village used to fit the stereotypical poor African village; the education was low and the starvation level was high. The Millennium Villages Project has helped Nyamninia become one of the most successful schools in the region. All children are able to go to school, and the school can even provide scholarships for orphans who cannot pay for school. One of the more extraordinary aspects about the school is that they can provide food for all of the students. The villagers donate a portion of their crops to the school’s feeding program, and apart from the fact that the students can focus more on their schoolwork, the adults have a higher income because they can work more without having to take care of the children. A single mother in the town, Monica, says that she got four bags of maize, courtesy of the Millennium Villages Project. She also has more time to work on the farm because she does not have to run home and cook for her children. Malnutrition has been greatly reduced. They are able to stay at the school for a whole month and not get sick.

All the students are glad to be able to go to school, and they get good grades. For an extracurricular activity, the students can help take care of the school gardens to learn for their duties at home outside of school. The school also raises livestock, and the children take take and nourish the various animals. The school wants to produce well rounded students who can be financially smart, academically smart, and home smart.

Most of the student’s ideas can be put into action. For orphaned children, a classroom was turned into a dormitory so students can board at the school. The school and community have partnered together to create a more prosperous community as a whole.

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I was looking at a ted talk and she was talking about her childhood and she was always getting made fun of. After the korean war her dad came to the United States. To get in touch with salva Dut you can’t send an email or a letter because he lives in south sudan that he see’s the WFSS drilling wells. Salva relocated to south sudan where they regained their independence. To get Cimarrons name on a well there you have to donate 5 thousand dollars. To drill a well it takes 15 thousand dollars. He said “i’m sorry I can’t meet all of you.”  I can relate to donating things because when i was younger and still donate a lot to organizations. When I was younger i donated $100 to a dog shelter and I went in the newspaper and it felt so good when they did that.

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This map shows the size of Ethiopia in relation to The United States

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Take a closer look at contemporary Africa in these five photo essays by photographers from around the globe.

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Africa Map / Map of Africa - Worldatlas.com

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Free political, physical and outline maps of Africa and individual country maps. Detailed geography information for teachers, students and travelers.

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The Sahara Desert: Hot Sands of Africa

The Sahara Desert is one of the world's most recognizable places. It is also one of the harshest places to live.

The desert stretches 3,000 miles across the northern part of Africa. More than one-quarter of its surface is sand dunes, some as high as 500 feet. A handful of mountains can be found in the Sahara, with the summit being Mount Koussi, at 11,204 feet.

As would be expected, the climate of the Sahara Desert is hot and dry. The desert is dominated by strong winds, which blow the sand from place to place, leaving landscapes to change regularly. Timbuktu, one of the most famous cities in the world, is being covered bit by bit in sand. Many of the houses in this remote city are already below ground level.

The northern part of the desert is subtropical and has cold winters and two rainy seasons. The dry southern desert has a rainy season and a mild, dry winter. Rainfall in either half is never very significant, numbering less than 5 inches for an entire year. When the rain does come, though, it comes sometimes with a ferocity. Amazingly, some people have been known to drown in the Sahara because of the sweeping floods that often accompany a freak rainstorm that showers a sandy plain.

The Sahara is not all sand by any means. Hundreds of miles of surface and underground water dot the landscape and sublandscape. Large bodies of water include the Nile River and Lake Chad. Smaller bodies of water known as oases can be found nearly everywhere. Some maintain a steady supply of water, but some dry up not long after they have formed. Waterfalls are not uncommon but appear strikingly out of place in their sandy surroundings.

Another common feature in the desert is rocks. Plateaus contain large boulders, and full-blown mountains are not uncommon (and get lots of snow in the winter). Some mountains are volcanic as well and are a mix of live and dormant.

Grasses, trees, and plants can be found in the Sahara, although nearly all species are hearty, drought-resistant survivors. Animals can be plentiful, including hundreds of species of reptiles and mammals. The number of species of birds alone tops 300. Many of those species are migratory, however, able to move quickly to a new home if their water supply literally dries up.

As for people, not surprisingly, the Sahara Desert has one of the lowest population densities on the planet. In the 3.5 million square miles of sands, mountains, and waterways live just 2.5 million people. Obviously, the population is the largest near lakes and rivers. Even so, the majority of the people are nomads.

The climate of the Sahara has gradually gotten harsher. Archaeological remains point to water sources much more widely available and a population much more spread out.

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The Sahara Desert: Hot Sands of Africa The Sahara Desert is one of the world's most recognizable places. It is also one of the harshest places to live. The desert stretches 3,000 miles across the northern part of Africa. More than one-quarter of its surface is sand dunes, some as high as 500 feet.

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Nelson Mandela, South Africa's Revered Statesman And Anti-Apartheid Hero, Dies

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Nelson Mandela, South Africa's Revered Statesman And Anti-Apartheid Hero, Dies

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On Thursday, December 5th, 2013, the world suffered the loss of one of the most extraordinary and incredible humans to have ever lived on this planet - Nelson Mandela. The 95-year-old former South African President and anti-apartheid leader who died at his Johannesburg home, had been suffering from a recurring lung infection for many years.

Born on July 18th, 1918 in Mveso, Transkei, South Africa, Mr. Mandela grew up in a country that enforced apartheid or the ' state of being apart' - A system of racial segregation enforced by South Africa's ruling National Party that was similar to the one experienced by African Americans in the US. While the first seeds of fighting for an independent South Africa were instilled in him by a local chief when he was just 16, it was not until he turned 24, that Mandela became actively involved with the African National Congress (ANC), that was struggling to get apartheid abolished.

However, he and the other young members soon realized that polite petitioning by the few members of the ANC was having no impact on the racist regime. The group decided to form an offshoot called the African National Congress Youth League and begin a grassroots movement to get the entire nation to rally for equal rights, by organizing nationwide boycotts and strikes.

Mr. Mandela spent the next 20 years leading peaceful, nonviolent acts of defiance against the racist policies of the South African Government. While he was often arrested, it was usually for short periods of time. In 1961, he was sentenced to five years in prison for orchestrating a three-day national workers strike. Two years into his sentence he was brought to trial again - and this time along with 10 other ANC members, banished to life imprisonment for political offenses that included amongst other things, sabotage.

In the winter of 1964, Mr. Mandela was incarcerated to Robben Island, a place that was largely used to isolate political prisoners. Confined to a small cell with no bed and a bucket for a toilet, Mr. Mandela spent his days doing hard labor in a quarry. He was allowed to have one visitor a year and to receive and send one letter, every six months. But these hardships did not break the will of this determined man. He somehow managed to win over even the most brutal prison officials and also earn his bachelors degree through University of London's distance learning program.

It took 18 years before the South African government finally succumbed to growing international pressure and transferred Mr. Mandela and other ANC leaders to the Pollsmoor Prison, a maximum security facility located in Cape Town. Conditions were better here. Mr. Mandela was allowed to roam freely within the confines of the prison walls and even entertain reporters. In 1985, South African President Botha offered the activist a chance to go free if he renounced armed sabotages against the racist regime. Mr. Mandela refused. He did not want any conditions attached to his release.

Change finally came in 1990, when Botha suffered from a stroke and was replaced by Frederick Willem de Klerk. The new President not only released Mr. Mandela, but also, removed all restrictions on political opposition. On February, 11th, 1990, after spending 27 years in captivity, Mr. Mandela or Mandiba as he was affectionately called, was finally a free man!

Once released he and F.W. de Klerk, who both received the 1993 Nobel Peace Prize for their efforts, continued their work towards dismantling apartheid. On April 27th, 1994, the country held its first democratic elections and Nelson Mandela became the first black President of South Africa at the ripe-old age of 77! He spent the next five years ensuring that South Africa's transition to black majority rule was seamless.

In 1999, comfortable that the country was prospering, Mr. Mandela retired from active politics. He spent a few more years in the public limelight raising money to build schools and clinics in the country's rural areas. During this time he also published several books about his life experiences. In 2004, he finally announced his formal retirement and returned to his native village of Qunu.

Though he was seen a few times after that, Mr. Mandela completely disappeared from the public eye after 2010, thanks to a recurring lung infection that led him to be hospitalized several times and to which he finally succumbed, on December 5th, 2013. While Mandib a may be gone, his determination, persistence and ability to forgive, will continue to be a source of inspiration for many generations to come.

Resources: Biography.com, guardian.co.uk, BBC.co.uk

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Nelson Mandela, South Africa's Revered Statesman And Anti-Apartheid Hero, Dies

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On Thursday, December 5th, 2013, the world suffered the loss of one of the most extraordinary and incredible humans to have ever lived on this planet - Nelson Mandela. The 95-year-old former South African President and anti-apartheid leader who died at his Johannesburg home, had been suffering from a recurring lung infection for many years.

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NATURE
There are six national parks and many smaller nature reserves, which were set up to help protect Ghana's wildlife. There are over 650 butterfly species in the Kakum National Park, including the giant swallowtails, which are nearly 8 inches (20 centimeters) across.

The park is also home to leopards, hornbills, Diana monkeys, flying squirrels, and scarlet-tailed African gray parrots.

Elephants, leopards, wild buffalo, and antelope were once plentiful across the savanna, but now are found mostly in nature reserves. Elephants, crocodiles, warthogs, and hippos can be seen around the watering holes in the Mole National Park.

Poisonous snakes such as the cobra and puff adder are native to Ghana as are pythons, which don't bite, but can squeeze their victims to death.

The baobab tree grows in the northern parts Ghana and other savannas in Africa. Ghanaians eat the large, gourd-like fruit, they make barrels from the trunk, the tree provides shade from the sun, and the bark can be made into rope and clothing.

The Volta River was dammed in the 1960s and created Lake Volta, one of the Earth's largest artificial lakes.

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Ghana Country Profile - National Geographic Kids

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NATURE There are six national parks and many smaller nature reserves, which were set up to help protect Ghana's wildlife. There are over 650 butterfly species in the Kakum National Park, including the giant swallowtails, which are nearly 8 inches (20 centimeters) across.

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Most of the country is covered by grassland called savanna. The most common tree is the baobab tree and some baobabs are 2,000 years old. The Okavango Delta and Chobe National Park in the north are areas of outstanding natural beauty and rich in animal life.

Elephants at Chobe are the largest in body size of all living elephants; they number more than 50,000.

Meerkats are also common in the country. Populations of cheetahs and lions continue to decrease due to factors including hunting and farmers protecting their livestock.

About 17 percent of Botswana has been set aside for game preserves and national parks.

Tourists from all over the globe visit Botswana for safaris and a chance to see amazing wildebeests, giraffes, jackals, hyenas, lions, cheetahs, and other animal species.

Botswana is also a destination for birdwatchers because many bird species stop over as they migrate and many others live in the national parks and reserves year round. The greater and lesser flamingos are colorful residents of Botswana.

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Botswana Country Profile - National Geographic Kids

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Most of the country is covered by grassland called savanna. The most common tree is the baobab tree and some baobabs are 2,000 years old. The Okavango Delta and Chobe National Park in the north are areas of outstanding natural beauty and rich in animal life.

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Moroccans are Berber and Arab and most of the people are Muslim. The Berbers have been in North Africa for centuries. Many of the Berber people live in the mountains and still speak the Berber language, but today they are moving to cities to find work.

Moroccans enjoy drinking mint tea sweetened with sugar. The people take their time making tea and sipping it with family and guests. In the cities, the pace is a bit faster than in the countryside. Fifty-seven percent of the people live in cities such as Fez, Casablanca, and Marrakech, on the coastal plain.

Mosques with beautiful towers called minarets, and bazaars are common in Morocco. Medinas are the old medieval section of cities. Old fortresses called kasbahs are strong buildings built from palm-tree fibers and mud from the riverbanks.

Children are required to be in school from ages 7-15, but many children work with their parents and are not able to attend school. Many girls don't ever receive an education.

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Moroccans are Berber and Arab and most of the people are Muslim. The Berbers have been in North Africa for centuries. Many of the Berber people live in the mountains and still speak the Berber language, but today they are moving to cities to find work. Moroccans enjoy drinking mint tea sweetened with sugar.

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Clean water is at the core of human well-being. With water there can be good nutrition, sanitation and health. Without it, there is poverty and disease.

Throughout the world, roughly two million children under the age of five die because of diarrhea and pneumonia - two diseases easily prevented by safe drinking water, sanitation and proper hygiene.

Global progress in increasing access to safe drinking water and basic sanitation has been mixed, and progress in sub-Saharan Africa lags behind much of the world. Many challenges still persist, including the variability of available fresh water, the institutional capacities to manage it, large financing gaps, and the needed mechanisms to sustain appropriate technologies. If these challenges are not met, the burden of disease is likely to increase in the poorest countries.

And water collection from remote sources places an enormous burden on women and young children. It limits their participation in employment and education. Estimates suggest that every $1 invested to improve water and sanitation brings benefits in the range of between $4 and $34 (WHO/UNICEF, 2008).

When the Millennium Villages Project first came to Mayange in Rwanda, access to safe water and sanitation was extremely limited. The project has since worked with the local community on several water and sanitation programs designed to increase access to safe, reliable water sources and improved sanitation for households and public institutions. The project simultaneously has grown local capacity to maintain and manage these facilities.

All together, the Millennium Villages Project is working with nearly half a million people in ten African countries, helping them achieve economic prosperity and sustained growth through an approach that takes into account health, education, agriculture, business development, infrastructure along with water and sanitation.

Since the project began, more than 330 miles of new pipes have been installed to bring safe water points to homes, schools, and clinics - improving overall access and reducing the amount of water to be carried manually each day. On top of this, many new boreholes, water pumps, rain water harvesting and protected springs have been built throughout the project. Despite great advancements in water and sanitation infrastructure, these improvements alone are not enough to reduce the disease burden attributed to inadequate water and sanitation resources.

Hand-washing with soap is one of the most cost-effective public health interventions that has been shown to significantly reduce the transmission of infectious diseases, including diarrhea and pneumonia. Working closely with partners at Unilever and Lifebuoy soap, the Millennium Villages Project has developed programs to make hand washing routine at specific times throughout the day to maximize hygiene.

The Water, Sanitation and Hygiene program (WASH) is one of the best examples of the Millennium Villages Project's integrated approach where the core sectors-health, education, infrastructure, and business development-work collaboratively in order to achieve maximum results. For example, with improved access to water and sanitation we can reduce the barriers and increase the number of girls attending school, getting the world closer to our goal of achieving universal primary education. The goals of the WASH sector include reducing child mortality and under-nutrition by preventing transmission of WASH-related diseases (e.g., diarrhea, pneumonia, skin and eye infections), and increasing sustainable access to safe drinking water and hand washing facilities, and increasing sustainable access to improved sanitation.
Kyu-Young Lee is Associate Director of Communications at the Earth Institute, Columbia University in New York. Thomas Prior is an award-winning photographer based in New York. For more feature photography, go to www.msnbc.com/photography

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Clean water is at the core of human well-being. With water there can be good nutrition, sanitation and health. Without it, there is poverty and disease. Throughout the world, roughly two million children under the age of five die because of diarrhea and pneumonia - two diseases easily prevented by safe drinking water, sanitation and proper hygiene.

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Millennium Villages | Millennium Villages Project

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Our vision becomes action through the Millennium Villages Project. Offering an innovative integrated approach to rural development, the MVP simultaneously addresses the challenges of extreme poverty in many overlapping areas: agriculture, education, health, infrastructure, gender equality, and business development.

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Food For Thought: Nourishing Young Bodies and Minds in Sauri, Kenya

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Food For Thought: Nourishing Young Bodies and Minds in Sauri, Kenya

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Millennium Villages | Food For Thought: Nourishing Young Bodies and Minds in Sauri, Kenya

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This short documentary tracks the progress of the Millennium Village in Sauri, Kenya, focusing on the huge steps forward that have been made in food security, education, and sustainability through Nyamninia Primary School's feeding program.

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Since 2017 the site Scams.info is also available under the newly acquired domain Unmillenniumproject.org. Click here to get more info!

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My work takes me to very different countries each time- Ghana, Nigeria, India, Malawi. These countries are very different in terms of the language spoken, food, culture everything. In the many years that I have been travelling, I have noticed a few common things. Visiting classrooms, we often see a teacher standing in front of the class and asking the children to repeat after him/her. Children dutifully repeating after the teacher, as some look outside the window curiously looking at the visitors... but the repeating doesn't stop. Very few textbooks and children sharing the few tattered textbooks they have. I usually carry some simple text with me just to see if they can read some simple materials. Many times they are unable to. This unfortunately has become a very disturbing trend in most developing countries. Children are in school, I can often hear loud chants of children repeating after their teachers, yet when I ask them to read big bold simple texts they are unable to do so.

For those of us in the education sector, low-levels of literacy is not new to anyone. We have intensified our work related to teacher professional development. Have conducted numerous teacher trainings, but the situation still remain grim. Tens and thousands of dollars are spent on creating lesson plans for teachers, creating thick manuals for teacher training sessions, creating long lists of activities with locally available materials, refreshing our practices on constructivists approaches. All sounds to be leading in the right direction. Yet, I don't see any difference in the learning levels of children in the classes.

Folks, if you are in this situation I have some good news for you! Before I go any further, here are a few things to reflect upon. Do you think we, let alone the teachers, have the time to read an 80 plus page teacher manual once a year? If we are being lectured for 7 days continuously on how we can become better teachers, do you think you can stay awake after the 2 nd day is over? If we are given 40 activities from which to choose from and then prepare materials that go along with them, do you think you will look at those activities again? Or will you rather rely on your memory to quickly scramble something to do teach a class of 70 students? Even with a Ph.D. it is hard for me to understand the meaning of "constructivism" and its classroom based practices.

In Mwandama Millennium Village of Malawi we started yet another literacy project to improve learning levels. By now, I have almost lost hope of improving basic literacy levels. Our local education volunteers seem diligent as always, each child was given some reading materials, the project team as enthusiastic as ever. By now, this was a common pattern that I saw everywhere. Our site team took a few of us around to see these Village Learning Centers that were held in community donated spaces in the open. I was told that all children attended nearby government school. Our team walked through a very typical (beautiful) village in Malawi. Almost at the end, saw a crowd of students sitting with some pages in their hands.

The class looked very different from the "traditional" style of teaching. The teacher was pointing to a letter on her copy with the same material. She asked the students to indicate the same letter on their pages and went around to see if he children were pointing out correctly. The letter happens to be M. She sounds out the letter "mmmmm" and the children repeat "mmmmm". I am told like Hindi, Chichewa (Malawian local language of the region) is a transparent orthography, meaning what you write is how you say it. This avoids the complication of predicting the word and having list of common words like we have in English. It was interesting that to teach the letter m, the teacher didn't have to teach as "EM". The methodology called for teaching letter sounds first, building in combination of letters and then adding more letters together to make words. The teacher moved to teaching "m-a-m-a" and the children now sitting in smaller groups were pointing towards "mama" and saying m-a-m-a rather than "em-ay-em-ay". This made sense since "em-ay-em-ay" doesn't lead itself to saying mama. The teacher went around to all the groups correcting their fingers and repeating "mmm" when necessary, while older children helped the younger ones to be on the same page.

I also noticed that the letter in the m was introduced m different sizes on the first page. According to cognitive neuroscience, children have not developed what is called the perceptual- constancy when they are very early readers. m , m and m though same, maybe perceived differently are all the same. If we imagine letters to be faces of people, the more we see the same faces the more familiar we become. Otherwise we tend to confuse them. Seeing unfamiliar faces in their side- profiles is as confusing if we don't remember them. Similarly, introducing capital letters is done at the end when all small letters are complete. Otherwise for every sound we are asking them to remember two characters m and M. Therefore, more things to remember and therefore more things to get confused.

What I explain here is all backed by cognitive neuroscience. The Millennium Villages Project is bringing the science back to help us focus on learning. There is a reason why certain orthographies have survived through centuries. If they were so difficult to learn, people would have stopped learning them, thus making them extinct. Simpler orthographies need simpler instruction. Teachers essentially follow a simple routine of 5-6 steps: (a) demonstrating the shape and sound of a letter, (b) showing combinations with existing letters, (c) ensuring that all students focus on the target letter, (d) asking students to practice reading individually for about 20 minutes a day, and (e) passing by every student and giving corrective feedback for a few seconds; (f) encouraging the students to stay on task and thus improve in executive function. A new letter will be introduced every 1-2 days and blended with those taught in previous lessons. A parsimonious set of activities is expected also to require less intensive training. Essential instructions may be integrated at the back of the textbook to ensure that teachers who do not receive the training understand the methodology. Training of 3-5 days is expected. This simple 6 steps routine is easy to follow and monitor.

A textbook for reading practice is the only Teaching learning Material (TLM) that is created to follow this learning methodology. A key component of the method is daily and substantial reading practice. A volume of text would be needed, structured into a suitable grade 1 textbook and supplemental reading materials. The first version of the textbook has been created and piloted in Malawi by the MVP education team in conjunction with the Government's Primary Education Advisor in the district. This material was field-piloted with students, and necessary adjustments were made based on student reactions. It would need further updating to incorporate changes from the currently running community classes. To prepare textbooks quickly, the existing and open-source available books with phonics will be used. They will be supplemented with extra pages and stories also from publicly available sources, such as the African Story Book Project. The materials will be printed locally, and every student will receive a stapled textbook. The project may also buy reading books for extra practice to be used after students have learned all the letters.

One sub-objective of the project would be to estimate how many pages of text would be required to bring an average child to a reading speed to 45-60 words per minute. This fluency measure is highly correlated with comprehension (r=.83 or higher). At baseline the words-per-minute indicator is given in the Figure below.

The results of the familiar word-reading EGRA subtest indicate that students in grade 1 and 2 are generally illiterate, and that even in grades 3-5 fluency levels are far below what they should be at that level. Not all children in grades 4 and 5 have the required fluency rate which means that they are either unable to read at all or most likely unable to comprehend the text they read. The Mwandama literacy project is currently in progress in 27 community based classes with around 1000 students. The endline will be collected in November 2014.

Local languages like Chichewa from the Bantu language family or Hindi from the Devnagiri script are much easier to learn. They don't have the usual complexities that we see in English. Imagine learning "Through" or "Caught" in English when you are beginning to recognize letters. Learning one letter at a time, building on analogies, building bigger chunks from smaller chunks with a lot of practice and constant correction are steps that are doable and concrete.

Finally, EDUCATION for all will literally mean LITERACY for all and not just ENROLMENT for all!

Please note that this literacy project closely follows the recommended steps as given by Dr Helen Abadazi. For more information please read: Abadzi (2013). Literacy for All in 100 days? A research-based strategy for fast progress in developing countries.

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Back to Basics: Tackling Low-Levels of Learning in Chichewa

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My work takes me to very different countries each time- Ghana, Nigeria, India, Malawi. These countries are very different in terms of the language spoken, food, culture everything. In the many years that I have been travelling, I have noticed a few common things.

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African Singers Use Music To Raise Ebola Awareness

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African Singers Use Music To Raise Ebola Awareness

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Though the initial panic caused by Ebola appears to have subsided, the disease is still alive and well in the West African countries of Sierra Leone, Liberia and Guinea. As of December 3rd, the dreadful ailment has infected 15,000 people and claimed 6,202 lives. The frustrating part for experts is that most of these deaths could have been avoided had the locals been aware of the necessary precautions.

In order to educate them, some of Africa's best-known musicians have come together with a song that outlines what the people can do to protect themselves. Entitled "Africa Stop Ebola", the catchy melody was written by the singers and Carlos Chirinos, a researcher who specializes in the intersections of music, communications and human development. Recorded in French, the commonly spoken language in West Africa, as well as a number of indigenous languages, it conveys the importance of trusting doctors, not touching people that are infected or have died from Ebola, and practicing proper sanitation and hygiene routines.

Chirinos hopes the song will help rebuild people's trust in their respective country's health services as well as dispel the myth that the disease can be cured by local healers. In addition to educating them, the song is also meant to reassure the listeners and given them hope that Ebola can be overcome.

Resources: theguardian.com. BBC.co.uk

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Video Of The Week - African Singers Use Music To Raise Ebola Awareness

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Though the initial panic caused by Ebola appears to have subsided, the disease is still alive and well in the West African countries of Sierra Leone, Liberia and Guinea. As of December 3rd, the dreadful ailment has infected 15,000 people and claimed 6,202 lives.

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Engage. Empower. Inspire. Authentic journalism to motivate curious minds.

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Project Education South Sudan: Their Story

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Project Education South Sudan: Their Story

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South Sudan is a fast-changing environment and, since 2005, when PESS was first formed, we have been adaptable in finding ways to best fulfill our educational mission. Here is a recap of our journey.
Chapter 1 - Lost Boy Reunification

"Lost Boys" was the 1990s name given refugee children in the southern portion of what was then the largest country in Africa - Sudan. These children were driven from their villages during attacks by the dominant Arabic north against the civilian southern population - primarily black Africans. The children walked thousands of miles to refugee camps in Ethiopia, enduring starvation, lion attacks, bombing and disease; they were soon driven out of Ethiopia and forced to again trek hundreds of miles to Kakuma Refugee Camp in northern Kenya. These young fugitives grew up in Kakuma; some were eventually fortunate enough to obtain asylum, primarily in the United States, but also in Australia and other Western countries.

In 2001, Carol and Richard Rinehart became mentors to over a dozen refugee "Lost Boys" in Denver, Colorado. One of these boys, Isaac Khor Bher, received news that his mother was still alive in Isaac's native village. In May 2005, after a shaky peace with the north had been reached, Carol Rinehart traveled with Isaac to southern Sudan to find what was left of his family. In that war-torn region, there were only intermittently passable roads, little clean water or electricity, few latrines and virtually no healthcare. Yet, the plea of Isaac's villagers was not help for these fundamental needs. Instead, they asked for the education denied them by centuries of outside exploitation and colonialism, during which southern Sudan was viewed primarily as a source for the slave trade. Isaac and Carol returned to Denver with a mission: to help communities build schools in South Sudan. In October 2005 Project Education Sudan (now Project Education South Sudan or "PESS") was formed.

Following Isaac's reunion with his mother in the village of Konbeck, PESS reunited six other Lost Boys with their families, including our current Executive Director, Daniel Majok Gai.

Chapter 2 - School Buildings

These reunifications began a unique relationship between PESS and the remote communities in Jonglei state where these young men had been born. PESS partnered with these villages to build schoolhouses. These projects started in Isaac's village of Konbek in 2005, but quickly expanded to Maar, Pagook and Gopmeth - a remarkable achievement given the lack of resources or infrastructure in these areas. Beyond school buildings, and with a view to promoting school attendance, especially by girls, PESS donated water wells, commercial grinding mills, cinderblock-making equipment, sewing machines and annual school supply money to the villages where the schools are located.

In 2011, over 99% of the southern Sudanese population voted to secede from Sudan, as permitted under the 2004 peace agreement between the warring parties to the civil war; the election created world's newest democracy - South Sudan. The 2004 peace agreement, the election and the new South Sudanese government was heavily supported by the United States, which has poured billions of dollars into development of the new nation.

While PESS was building schools in South Sudan, Lost Boy Daniel Majok Gai graduated from the University of Colorado in Denver and became a United States citizen. Daniel joined the PESS team as a volunteer and advocate, and in 2011, he returned to Jonglei state to become the PESS South Sudan Director, working locally to implement and oversee PESS's educational projects. When Carol Rinehart took her well deserved retirement in 2015, Daniel was chosen by the Board as the new Executive Director of PESS; he now leads PESS from his home in Jonglei.

Chapter 3 - Community Leadership and Empowerment

Tragically, sparked by a rift between South Sudan's top leaders, inter-tribal conflict broke out in December 2013 and remains unresolved. By the end of 2016, according to the United Nations, the brutal fighting had displaced one quarter of the population. As many as 4 million people (half of them children) have fled to neighboring countries or been internally displaced. The death toll includes tens of thousands of civilians. Ethnic killings and torture have been common, along with rampant gender-based violence.

The UNICEF Education Cluster has reported that the conflict has reduced the number of open South Sudanese schools by 25%, due to insecurity and non-payment of teacher salaries. South Sudan now has the highest rate of out-of-school-children in the world, with close to 72% of children missing out on education.

While the violence and destruction is profoundly discouraging, South Sudan simply cannot wait for the war to end to educate its children. Each child's lost educational opportunity reduces South Sudan's capacity to recover from this war. Thus, despite the obstacles the conflict presents - PESS is adapting, not giving up.

PESS is well-positioned to deliver solutions in the current environment. Most importantly, PESS has first hand knowledge. Daniel Gai, its Executive Director, has lived in Jonglei since 2011. Board member, native South Sudanese and now US citizen Ngor Abiar has spent several months in South Sudan during the last two years assisting PESS. Board member Ken Scott, in his work as one of three appointed members of the United Nations Human Rights Commission on South Sudan, as well as for other human rights organizations, has traveled throughout South Sudan to report on conditions there ( Report of the Commission on Human Rights in South Sudan). As a small, independent NGO with on-the-ground representation, PESS has direct connection and credibility with the local South Sudanese communities we serve. Having already worked in the harsh conditions of South Sudan for over a decade, PESS has proved its ability to flexibly meet the changing educational needs of the population.

Given the current insecurity and huge inflation, PESS has concluded that it must transition from building bricks and mortar school buildings. Where it can make the greatest impact now is by direct student funding. Since the public school system lacks teachers (who are not being paid) and other resources, we are sending our students to existing, operational private schools, which are much more effective than the unsupported public schools. And we are directing our focus to girls in secondary schools: we believe, based on our own experience and data collection, as well as worldwide studies and reports, that girl education is the most effective path to producing the new leaders that South Sudan needs to guide its societal well being and economic development.

PESS supports its girl scholars with after school tutoring, global awareness education and peer-to-peer bonding. Its work is so popular that over 100 families are on a waiting list in hopes that their girls can join the program. We are only limited by our funding in providing education for girls who are hungry - not only make a better life for themselves - but to create a better country for their fellow South Sudanese.

"The fact that our girl scholars are passing the South Sudanese national exams is proof PESS is doing the right thing. Seeing some South Sudanese parents allowing their daughters to pursue education like the boys gives me hope that the society is changing gradually and if we keep up the momentum, we will see more changes before long." Ngor Abiar, PESS Board Member

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South Sudan is a fast-changing environment and, since 2005, when PESS was first formed, we have been adaptable in finding ways to best fulfill our educational mission. Here is a recap of our journey. Chapter 1 - Lost Boy Reunification "Lost Boys" was the 1990s name given refugee children in the southern portion of what was then the largest country in Africa - Sudan.

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Project Education South Sudan: Their Work

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Project Education South Sudan: Their Work

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PESS is Doubling Down on Girls' Education

PESS believes that developing educated young leaders is the only sustainable way to end the cycle of violence this young country is experiencing; in particular, PESS is convinced that girl education is the most effective path to positive change in South Sudan. PESS has always emphasized the inclusion of girls and women in the educational opportunities it promotes. This led, for example, to the early provision by PESS of grinding mills for the villages where it built schools, thereby freeing the girls - who traditionally do the task of grain grinding - to go to school.

During this current period of turmoil in South Sudan, the public school system has become unreliable: teachers are not being paid and school buildings have been destroyed. In this environment, PESS believes that girl scholar support in one of the existing functional private schools is the most direct way to implement its belief in girl education. Thus, PESS selects committed girls for scholarship assistance in private secondary schools, primarily in the Jonglei area of rural South Sudan. These girls are orphans or have unemployed parents due to the dysfunctional economy. PESS offers not only scholarships, but real mentoring to its girls, including after-school tutoring and Saturday girl meetings to develop global awareness and peer support. PESS now supports 60 girl scholars and is particularly proud of its new girl graduates, who have shown amazing courage and resilience in completing their secondary education despite conflict and cultural obstacles. Many South Sudanese families eagerly crave the scholarship opportunity PESS provides to their daughters. Daniel's waiting list has over 100 names, and only funding limits prevents PESS from sending more girls to school. As PESS enrolls its girl scholars in local schools, it provides an example for other families to educate their girls in a region where girl education has been culturally disfavored; many more families are now sending their daughters to the schools where the PESS girl scholars are enrolled.

As its focus has evolved to girls' secondary education, PESS has partnered with She's The First, an acclaimed national non-profit that sponsors girls' education in the developing world, helping them be the first in their families to graduate. PESS is the only She's The First partner working in South Sudan and we are proud to be among the vetted non-profits selected by She's The First to deliver educational support for girls in the developing world. PESS recently sponsored two of our girl scholar graduates to attend the She's The First regional conference in Nairobi - a huge step in developing the leadership capacity of these young women.

PESS Is Developing New Leaders from Rural South Sudanese Communities

Developing educated empowered South Sudanese leaders is crucial to ending the cycle of violence South Sudan is experiencing. That is why PESS enriches its girl scholarship support with a global awareness program. Its girl scholars meet together on some Saturdays in the PESS Bor office to establish a peer support structure and to learn and write about their place in a global world. The writing topics, which are supplied by She's The First, have included gender inequality and the meaning of beauty. The PESS Bor office is a hub of excitement for the girls; not only do they work on their global topic, but they meet Abuk and Anna, recent secondary school graduates, who are Daniel's paid assistants. Here also, the girls may have a chance to use a computer, a nearly unheard of experience for young people in the Jonglei area. This current focus on girl leadership is not new for PESS. In 2012, PESS brought its self-developed Girls' Leadership Development Program, including training in student government, athletics and health education, to girls at the schools PESS had previously built.

Indigenous leadership programs have always been an important element of PESS's work. For example, over the years, PESS has led numerous customized teacher-training modules for teachers at the schools it has built, and included other local teachers. These trainings presented techniques to address large class sizes and the use of everyday objects to enhance the limited resources at the schools. Income literacy to train adults in basic numerical skills is another program that PESS has carried out in the villages. PESS is especially proud that for three months in 2015, Daniel and Emmy-award winning journalist Tamara Banks implemented a PESS developed education program to address HIV and AIDS. Daniel and Tamara presented frank reproductive health and feminine hygiene education to over 80 student leaders at three schools and one community in Jonglei. As part of this program, PESS taught the students and adults with a "train the trainers" model. The young people and adults not only learned lifesaving information about HIV/AIDS prevention, feminine health and the reproductive system, they now have the tools to teach others in their communities.

These leadership programs exemplify the approach of PESS to real change in South Sudan - indigenous community leaders must themselves be developed and empowered to address the needs of their people. One-time donations of material objects from foreigners can never result in lasting change in South Sudan, if the Sudanese themselves are not empowered to control their future.

PESS Continues to Support Community Infrastructure Necessary for Education

As our long-time supporters know, beginning in 2005, PESS oversaw and funded the construction of new schools in three rural Jonglei villages. PESS also funded the re-building of a large existing structure in one of these villages, which had deteriorated beyond use. Prior to the 2013 inter-tribal conflict in Jonglei, these schools served over 3,000 students.

In constructing schools and doing repairs, PESS lived by its belief that partnership with the community is the basis of educational sustainability. All building projects were the result of collaborative decision making between PESS and local leaders and stake-holders. All completed structures belong to the community, which provided the needed land and unskilled labor. More skill intensive construction was performed by indigenous South Sudanese contractors and workers funded by PESS and its partners.

When intertribal conflict erupted in 2013, Jonglei was particularly hard hit for several months. As a result, the region experienced widespread physical destruction, as well as tremendous population dislocation; residents who stayed in Jonglei, or returned in the relative peace that followed, have experienced severe insecurity, hunger and economic hardship. Very fortunately, the school buildings PESS built were not destroyed in the fighting. Now, as relative peace has returned to areas of Jonglei, schools PESS built have resumed operating. One school, the girls' boarding school located in an outlying village, is still closed because the area remains insecure.

When it built these rural schools, PESS donated water wells, commercial grinding mills, cinderblock-making equipment and school supply money to the villages where the schools are located. This development was done with a view to promoting school attendance, particularly by girls who perform most household chores. Since the 2013 fighting, the water wells PESS provided continue to serve thousands of people. And, PESS has continued to assist its school communities by providing repairs to wells and roofs. PESS also recently built a new well in Bor, where many of its secondary school scholars now attend school; the well also serves the surrounding community.

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PESS is Doubling Down on Girls' Education PESS believes that developing educated young leaders is the only sustainable way to end the cycle of violence this young country is experiencing; in particular, PESS is convinced that girl education is the most effective path to positive change in South Sudan.

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International Nelson Mandela Day for Freedom, Justice, and Democracy

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International Nelson Mandela Day for Freedom, Justice, and Democracy

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Towards A Sustainable Development Agenda - Includes MDGs

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Towards A Sustainable Development Agenda - Includes MDGs

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17 Goals for People, for Planet The Sustainable Development Goals are a universal call to action to end poverty, protect the planet and improve the lives and prospects of everyone, everywhere.

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”We The People” for The Global Goals -Video

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”We The People” for The Global Goals -Video

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A new plan for people and planet has just launched - the UN Global Goals for Sustainable Development. Tell everyone! add your very own intro to this star-studded video and share it with the world: http://wethepeople.globalgoals.org

You could be introducing a cast that include: Aamir Khan, Ai WeiWei, A R Rahman, Ashton Kutcher, Bill and Melinda Gates, UNHCR supporter Cate Blanchett, UN Messenger of Peace Charlize Theron, Chiwetel Ejiofor, Chris Martin, Colin Firth, Daniel Craig, Djimon Hounsou, G.E.M., Gilberto Gil, Jennifer Lawrence, Jennifer Lopez, John Legend, Kate Winslet, Kid President, UN Messenger of Peace Lang Lang, UNDP Champion Michelle Yeoh, Malala Yousafzai, Matt Damon, Meryl Streep, Natalia Vodianova, One Direction, Pink, Her Majesty Queen Rania Al Abdullah of Jordan, Richard Branson, Robert Pattinson, Robert Redford, WFP Global Ambassador Against Hunger Sami Yusuf, Stephen Hawking, UN Messenger of Peace Stevie Wonder, Tanya Burr, and UNDP Goodwill Ambassador for China Zhou Xun - and many more.

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A new plan for people and planet has just launched - the UN Global Goals for Sustainable Development. Tell everyone!

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ICTs for a Sustainable World - Video (may or may not work)

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ICTs for a Sustainable World - Video (may or may not work)

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Information and communication technologies, or ICTs, are essential to achieve the 17 Sustainable Development Goals. Check out this video from the International Telecommunications Union to learn how digital services help lift people out of poverty.

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Information and communication technologies, or ICTs, are essential to achieve the 17 Sustainable Development Goals. Check out this video from the International Telecommunications Union to learn how digital services help lift people out of poverty.

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Sustainable Development Goals Kick Off With Start of New Year (Great Explanation and links)

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Sustainable Development Goals Kick Off With Start of New Year (Great Explanation and links)

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As 2015 comes to an end, and with it the 15-year cycle of the anti-poverty Millennium Development Goals ( MDGs), the United Nations officially will usher in - on 1 January 2016 - an even more ambitious set of goals to banish a whole host of social ills by 2030.

"The seventeen Sustainable Development Goals (SDGs) are our shared vision of humanity and a social contract between the world's leaders and the people," UN Secretary-General Ban Ki-moon said of the 2030 Agenda for Sustainable Development adopted unanimously by 193 Heads of State and other top leaders at a summit at UN Headquarters in New York in September.

"They are a to-do list for people and planet, and a blueprint for success," he added of the 17 goals and 169 targets to wipe out poverty, fight inequality and tackle climate change over the next 15 years.

The 2030 Agenda for Sustainable Development calls on countries to begin efforts to achieve the 17 SDGs over the next 15 years. The goals address the needs of people in both developed and developing countries, emphasizing that no one should be left behind. Broad and ambitious in scope, the Agenda addresses the three dimensions of sustainable development: social, economic and environmental, as well as important aspects related to peace, justice and effective institutions.

The mobilization of means of implementation, including financial resources, technology development and transfer and capacity-building, as well as the role of partnerships, are also acknowledged as critical.

The 17 SDGs build on the eight MDGs, which specifically sought by 2015: to eradicate extreme poverty and hunger; achieve universal primary education; promote gender equality and empower women; reduce child mortality; improve maternal health; combat HIV/AIDS, malaria and other diseases; ensure environmental sustainability; and develop a global partnership for development.

Not all the MDGs were met globally, depending on regions and the state of a country's development, but significant progress was made in several areas:

In November, global leaders, diplomats and health experts gathered at UN Headquarters in New York to celebrate progress against one of the world's leading killers with the announcement that the target to halt and begin reversing malaria incidence had been met. Progress since 2000 averted over 6.2 million malaria deaths, 97 per cent of which have been among young children.

Globally, the number of those living in extreme poverty declined by more than half, falling from 1.9 billion in 1990 to 836 million in 2015, with most progress occurring since 2000. Net primary school enrolment in developing regions has reached 91 per cent, up from 83 per cent in 2000.

Many more girls are now in school compared to 2000, with developing regions as a whole achieving the target to eliminate gender disparity in primary, secondary and tertiary education. Global under-five mortality has declined by more than half, dropping from 90 to 43 deaths per 1,000 live births between 1990 and 2015, from 12.7 million in 1990 to almost six million despite population growth in developing regions.

Maternal mortality has declined by 45 per cent worldwide since 1990, with most of the reduction occurring since 2000. In Southern Asia, it declined by 64 per cent between 1990 and 2013, and in sub-Saharan Africa by 49 per cent.

New HIV infections fell by approximately 40 per cent between 2000 and 2013 from an estimated 3.5 million cases to 2.1 million, and by June 2014, 13.6 million people living with HIV were receiving antiretroviral therapy (ART) globally, an immense increase from just 800,000 in 2003. ART averted 7.6 million deaths from AIDS between 1995 and 2013.

Official development aid from developed countries grew by 66 per cent in real terms between 2000 and 2014 to billion.

But progress has been uneven across regions and countries, leaving millions of people behind, especially the poorest and those disadvantaged due to sex, age, disability, ethnicity or geographic location. Targeted efforts will be needed to reach the most vulnerable people.

This is where the SDGs are expected to play a part. They stress everything from zero poverty, zero hunger, good health, quality education, gender equality, clean water and sanitation, and affordable clean energy, to decent work and economic growth, innovation, reduced inequalities, sustainable cities, responsible consumption, climate action, unpolluted oceans and land, and partnerships to achieve the goals.

The official ushering in of the 15-year cycle will take place over a 24-hour period, coming into effect in each region of the planet as the clocks strike their midnight peal on 31 December.

The Paris Conference on climate change in December is seen by many as the first test of political will to implement the 2030 Agenda for Sustainable Development.

"The Paris Agreement is a triumph for people, the planet, and for multilateralism. For the first time, every country in the world has pledged to curb their emissions, strengthen resilience and act internationally and domestically to address climate change. By addressing climate change we are advancing the 2030 Agenda for Sustainable Development," Mr. Ban said.

Turning this vision into reality is primarily the responsibility of countries, but it will also require new partnerships and international solidarity. Everyone has a stake and everyone has a contribution to make. Reviews of progress will need to be undertaken regularly in each country, involving civil society, business and representatives of various interest groups.

At the regional level, countries will share experiences and tackle common issues, while on an annual basis at the UN, the High-Level Political Forum on Sustainable Development (HLPF), will take stock of progress at the global level, identifying gaps and emerging issues, and recommending corrective action. The SDGs will be monitored and reviewed using a set of global indicators. These will be compiled into an Annual SDG Progress Report.

Via UN News Centre

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Sustainable Development Goals launch in 2016

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As 2015 comes to an end, and with it the 15-year cycle of the anti-poverty Millennium Development Goals ( MDGs), the United Nations officially will usher in - on 1 January 2016 - an even more ambitious set of goals to banish a whole host of social ills by 2030.

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Sustainable Development Goals Video Links (may be blocked because of YouTube)

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Sustainable Development Goals Video Links (may be blocked because of YouTube)

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Videos - United Nations Sustainable Development

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United Nations Sustainable Development Goals - Time for Global Action for People and Planet

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Over 400 million children are currently living on the African continent - and the number is rising. The United Nations estimates that Africa's population will double to 2.4 billion by 2050. That's one quarter of the world's population. 40 percent of all children under the age of five would live in Africa in the middle of the 21st century, according to the prognosis.

Children in Africa - numerous and destitute

Africa is already considered Asia after Asia as the continent where most children are born each year. The proportion of under-15s was 41 percent in 2010 across the continent. In some African countries, such as Uganda, Angola, Mali, Niger or the Democratic Republic of Congo, half of all inhabitants are still under 15 years old.
Although there are major regional and social differences, children in Africa are the poorest in terms of population. The situation of African children in sub-Saharan Africa is particularly critical: 33 of the world's 48 least developed countries are located in this region. The birth rate in this part of Africa is among the highest ever, and tragically, the infant mortality rate as well.

Children in Africa ... suffer from hunger and its consequences

The World Bank estimates that between 45 and 50 percent of people in sub-Saharan Africa live below the poverty line, ie they have to live on less than $ 1.25 a day. This makes the sub-Saharan region the poorest region in the world. The African continent also has the highest number of malnourished people, at 24.8 percent. More than 30 percent of children in Africa suffer from the consequences of chronic malnutrition: physical and mental development disorders affect their daily lives. They are often too small for their age, suffer from heart disease, kidney damage, and have a very weak immune system that is very difficult to ward off diarrhea or pneumonia.

Children in Africa ... die before the fifth birthday

Despite the millennium goal of reducing child mortality by two-thirds between 1990 and 2015, one child in the world still dies every five seconds. The child mortality rate is particularly high in the African states of Nigeria, Democratic Republic of the Congo and Sierra Leone. Sierra Leone is the country with the highest infant mortality rate ever: out of 1,000 live births, 185 children do not experience their fifth birthday. The five most common causes of early death for many children in Africa include pneumonia, diarrhea and malaria, and complications during pregnancy and childbirth.

Children in Africa ... grow up without their parents

Growing up without a mother and father - that's the sad reality for 15 million children in sub-Saharan Africa. The disease HIV / AIDS has taken one or even both parents. They live with relatives or on the street, without a home. Many of the Timely education and medication could significantly reduce the number of new infections in Africa. AIDS orphans were also infected with the treacherous virus while still in the womb or during birth or breastfeeding. A large number of AIDS orphans live in South Africa, Kenya, Tanzania, Uganda, Mozambique and Zimbabwe.

Children in Africa ... are persecuted, recruited, injured and married

Hunger, poverty, violence and armed conflicts mean that millions of African children are fleeing - alone or with their families. War is raging in many countries of the African continent: millions of children are living in constant terror in the midst of terror and violence. In countries such as the Democratic Republic of the Congo, Chad, Somalia, Uganda or Sudan child soldiers are still recruited.

In the countries of western and northeastern Africa, girls are circumcised. Partial or total removal of the clitoris and labia minora is painful, life-threatening, and results in irreparable damage such as incontinence, infertility, or urinary tract infections. Infibulated girls and women are robbed of their sexual ability to experience and feel strong pain during intercourse. Among the African countries where genital mutilation is widespread are Egypt, Somalia, Djibouti, Guinea, Mali, Sierra Leone and the north of Sudan.

Millions of African girls are also threatened with forced marriages in many states. The marriage of underage girls is a tradition in many African tribes. Girls in childhood are married as a so-called "child brides" of their parents to a usually much older man and get far too early own children.

Children in Africa ... have to work instead of going to school

Primary education for all - this is the second of the UN Millennium Development Goals, which is unlikely to be achieved by 2015. Many children in Africa are excluded from school and contribute to the livelihood of their family instead. Experts estimate that a total of 30 million children in sub-Saharan Africa do not attend school. 54 percent of them are girls. Particularly critical is the situation in Nigeria, Ethiopia and Niger. Children in Africa work on plantations, in mines, quarries or factories. Often they are forced to prostitute themselves. Most child laborers are exploited and have no chance of attending school because they have neither the time nor the strength to learn.

How the SOS Children's Villages help children in Africa

For more than 40 years, the SOS Children's Villages in Africa have provided assistance. In 46 African countries, there are a total of 147 SOS Children's Villages, where orphaned and abandoned children find a new home. Added to this are additional facilities and development aid projects: kindergartens, schools, vocational training centers, family support programs, SOS medical centers and emergency aid actions. Support the SOS Children's Villages and ensure that children in Africa have a better future.

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Over 400 million children are currently living on the African continent - and the number is rising. The United Nations estimates that Africa's population will double to 2.4 billion by 2050. That's one quarter of the world's population.

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Breakthrough Ebola Vaccine Provides Hope for West Africa

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Breakthrough Ebola Vaccine Provides Hope for West Africa

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Image Credit: cinemark.com

Ebola has been on the public health radar for quite some time. However, the most recent epidemic, the deadliest since the disease was identified in 1976, has brought the aggressively contagious viral illness to the forefront. Researchers from all over the world have been frantically trying to find a cure. Now there appears to be a breakthrough in the form of a safe vaccine that in initial trials has proven to be extremely effective in eliminating the risk of contracting the dreaded disease.

Developed by researchers at the Public Health Agency of Canada's National Microbiology Laboratory, the VSV-EBOV vaccine is currently in the midst of a massive Phase III study sponsored by the World Health Organization (WHO). It has thus far been administered in single-dose quantities to 7,651 residents in the three countries that are at the center of the recent outbreak: Guinea, Liberia, and Sierra Leone.

Photo Credit: scq.ubc.ca

New vaccines are normally tested against placebos, or "fake cures" to determine if they work.

However, given the public alarm and swiftness with which Ebola can spread, researchers opted to test the effectiveness by applying the "ring" method.

Used in the fight against smallpox in the 1970's, it is an attempt to curtail the virus by vaccinating the "ring" of people who have come in contact with an infected person.

In the Guinea trial that started in March, 4,000 recruited subjects were divided into two groups. Half were inoculated immediately after being exposed to the Ebola virus. The second group also received the vaccination, but after three weeks, the maximum period it takes for Ebola to incubate. The groups were then observed carefully for signs of the disease.

The first group had no cases of Ebola, which as the medical journal Lancet stated, makes the vaccine "100 percent effective" when administered immediately. The delayed group did not fare as well, with 16 people getting infected with the dreaded disease.

Experts believe the 100% effectiveness rate may be somewhat biased given the small size of the group, and that the real number may end up being somewhere between 75% to 100%. But that is enough to curb the current epidemic. It is no wonder that the WHO has authorized immediate immunization of anyone that is currently at risk. This includes adolescents aged 13 to 17, pregnant women, and possibly even children as young as 6.

Image Credit: Geneva University Hospitals via Huffington Post.

So how exactly the vaccine work? VSV-EBOV vaccine is based on the vesicular stomatitis virus that mostly affects animals. However, it has been genetically engineered to look and act like the Ebola virus. Similar to all vaccines, VSV-EBOV is administered as a weaker form of the actual virus. This allows the immune system to build resistance against the disease, enabling it to fight it off if ever exposed again.

Image Credit: CDC

Ebola is a contagious viral disease known for its life-threatening symptoms and high mortality rate. It affects both humans and primates, such as monkeys, chimpanzees, and gorillas. This is not the first time African countries have experienced an Ebola outbreak. However, past epidemics have been quelled rapidly because they were primarily restricted to remote villages in Central Africa. This time around the disease spread to densely populated urban areas making it difficult to control. To make matters worse, it is caused by the Zaire ebolavirus, the deadliest of the five known strains of the disease. As of August, 11, almost 28,000 West African residents have been affected and over 11,000 have lost their lives. Hopefully, with this new vaccine, the world will soon be Ebola free!

Resources: cnn.com,livescience.com,wired.com

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Breakthrough Ebola Vaccine Provides Hope for West Africa

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Ebola has been on the public health radar for quite some time. However, the most recent epidemic, the deadliest since the disease was identified in 1976, has brought the aggressively contagious viral illness to the forefront. Researchers from all over the world have been frantically trying to find a cure.

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Before about 1800 BC, all people in the world wrote using pictures that each stood for a word or a syllable. In Egypt, these were called hieroglyphs, and in West Asia, they were called cuneiform.

About 1800 BC, some people from Canaan (modern Israel and Lebanon) traveled down to northern Egypt to trade and to work in the turquoise mines at Serabit. They built a big temple to the Egyptian goddess Hathor, whom they called Baalat or The Lady (the feminine form of Baal, meaning Lord), so they could sacrifice and pray there.

These Canaanites didn't know how to read or write, but when they saw Egyptian hieroglyphs, they got interested in writing down their own language. They used simple versions of the Egyptian hieroglyphs to stand for sounds in their own language - Aramaic.

The Canaanite miners at Serabit called the first letter "Alp", meaning "ox" in Aramaic. The letter looked like the head of an ox, with little horns. Today we turn it upside down and it's the letter A (aleph, in Hebrew; alpha, in Greek). They called the second letter "Bet", meaning "house" in Aramaic. It looked like a drawing of a house with two rooms. That's our letter B (bet in Hebrew, beta in Greek). The third letter, "Gimel", probably came from an Egyptian hieroglyph of a throwing stick. It's our letters C and G. The fourth letter, "Dalet", looked like a door, and it's our letter D. The fifth letter, "He", is like the Greek eta, and our letter E. Turned on its side, it may represent the boss man, saying "Hey!" and waving his hands in the air, the way boss men do. The rest of the letters of the new alphabet also came from pictures, though not all of the letters were originally Egyptian hieroglyphs.

For five hundred years, although traders continued to use this simpler alphabet, the official scribes kept right on writing in hieroglyphs (in Egypt) and in cuneiform (in West Asia). But about 1200 BC, as the New Kingdom fell apart in Egypt and all of the Eastern Mediterranean entered a Dark Age, there were no more professional scribes. Without experts to write for them, the people living in the new small kingdoms of the early Iron Age - especially Israel and Phoenicia - were happy to find a way of writing that they could do themselves. That's when the alphabet began to really catch on.

About 800 BC, Phoenician traders brought the alphabet to North Africa and Greece. Soon after that Greek traders brought it to northern Italy. Both the Romans and the Etruscans began to use the alphabet too. In India, people were probably using an alphabetic script to write Sanskrit by the 500s BC. In Egypt and West Asia, it took longer, but even in Egypt most people were using alphabetic writing (based on the Greek alphabet) by the late Roman period, about 300 AD.

This early alphabet is the basis for not only the Hebrew, Greek, and Latin alphabets, but also the Arabic alphabet, which gradually developed out of the Hebrew alphabet, and probably Sanskrit. It may also have influenced the development of Japanese kana characters about 800 AD, and the Cherokee writing system of the 1600s AD.

Bibliography and further reading about the history of the alphabet:

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Before about 1800 BC, all people in the world wrote using pictures that each stood for a word or a syllable. In Egypt, these were called hieroglyphs, and in West Asia, they were called cuneiform. About 1800 BC, some people from Canaan (modern Israel and Lebanon) traveled down to northern Egypt to trade and to work in the [...]

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Kids learn about the Geography of Sudan. The history, capital, flag, climate, terrain, people, economy, and population.

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This is an online quiz and does not count as your article review.

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Let's explore Africa! Using this free map quiz game, you can learn about Nigeria and 54 other African countries.

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Scroll down to the Africa page. This does not count as your article review.

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Margarita Alonso Porta,
who helped me to design these maps.
She lived and worked in many countries (France, USA, Spain, Italy)
She died tragically
on August 11, 2012
in the "Canal de Castilla" (Spain)

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Interactive maps - Enrique Alonso - Educational games to learn Geography

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Margarita Alonso Porta , who helped me to design these maps. She lived and worked in many countries (France, USA, Spain, Italy) She died tragically on August 11, 2012 in the "Canal de Castilla" (Spain)

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Linda Sue Park is the Newbery-Award-winning author of Linda Sue traveled to Boston in November to present at A Long Walk to Water, which tells the true story of WFSS Founder Salva Dut, and his journey as a "Lost Boy" of Sudan. TEDxBeaconStreet. Her talk, "Can A Children's Book Change the World?" was inspiring and captivating.

In her talk she shared her life-long love of books and of finding hope in books as a young reader. She also related how her book, A Long Walk to Water, has inspired students around the world to raise funds for Water for South Sudan (WFSS). Since the book was published in 2010, students, their families, and school communities have raised over $1 million for WFSS.

Can a children's book change the world? Watch this talk to see! And then share Linda Sue's talk with your friends and families.

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Watch Linda Sue Park's Inspiring Talk at TEDxBeaconStreet

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Linda Sue Park is the Newbery-Award-winning author of A Long Walk to Water, which tells the true story of WFSS Founder Salva Dut , and his journey as a "Lost Boy" of Sudan. Linda Sue traveled to Boston in November to present at TEDxBeaconStreet . Her talk, "Can A Childr