Debre Birhan Map Annexed to Oromia Region - Report to Google Maps

Debre Birhan Map Annexed to Oromia Region - Report to Google Maps. I have made a step by step guide to report to Google.
Do invest your 3 minutes in making Google Maps a common good for location data. #localguide

Another Stolen Legacy: Ethiopian Victory of Adwa in the Eyes of Africans'

King Menelik II and Queen Taitu Btul

On this date in 1896, Ethiopia (led by King Menelik and Queen Taitu) defeated the Italian colonial army in the Battle of Adwa. This victory signaled the decline of European colonialism in Black Africa.

Today, here in Addis Ababa, we are celebrating the 120th anniversary of Adwa (The Battle of Adwa) - in commemorating our forefathers who definitively defeated Italian army in the Colonial Era and set us free from slavery. Saved our cultures, languages and heritages.

 In celebrating Adwa I have conducted a one minute interview with few African activists, young business peoples and vibrant volunteers 

around Africa about Adwa. In light of the vibrant participation of my target groups in African 

                integration and similar stuff: 

the result was quite shocking for me!

Until this moment, I have been waiting for the African Union news/press release in commemorating the  The Victory of Adwa which gave light to the road of independence movement and upraise of black people against colonial forces. I'm ashamed.

Friends at African Union, I recommend you to read the New Africa article here.

Also our Foreign Ministry shall work on this in reaching African young generation. It would as easy as to invite AU official on the event and to give a press release; as these officials audience are international - the news could get to every corner of Africa in minutes.

Adwa is black peoples victory and its celebration shall not be confined to Ethiopians only!!

" The victory had further significance for being the first crushing defeat of a European power by African forces during the colonial era."

Countries represented are Madagascar, Nigeria, Kenya, Congo, Cameroon, Ghana, Zimbabwe, South Africa, Burkina Faso, Guinea, Cot d'Ivoire, Tanzania, Benin, Togo and The Gambia. Interviewees from 15 countries were asked the following four questions with some additional questions depending on their response.

1. Is there a history course in your country schools?

2. Does the course touch African History?

3. Do you know about The Battle of Adwa?

4. Do you know any independent African nation during colonialism?
----------------------------------------------//-------------//-------------------------------------------------------
1. Madagascar
1. History Course: not for primary but for secondary schools;
2. Course:  talks about Colonization in Africa
3. Adwa: I don't know
4. Independent Nation: I don't know, we are taught only about the colonized nations.


2. Nigeria

1. History Course:at university and for some at high school level
2. Course:-----
3. Adwa: didn't take history at high school but at Cambridge A'levels and it was more European and international
4. Independent Nation: I don't know, but I know Ethiopians kicked out Italian in 1941.

3. Kenya:

1. History Course:Yes, from 3-4 grades
2. Course:Touches African history
3. Adwa: I don't know
4. Independent Nation: Yes, Ethiopia. Ethiopian king kicked Italians in 1890's
5. How did you learn that/source: schools

4. Congo:

1. History Course:Yes
2. Course: Yes, in 4th secondary school, it is only African history
3. Adwa: Yes, it was between the Ethiopian Empire and the Italy
4. Independent Nation: The Ethiopia, the only African country which was not colonized;
5. How did you learn that/source: schools

5. Cameroon
1. History Course: Yes (from primary to university)
2. Course:Yes, touches African History
3. Adwa: Yes 1938, it was Italian and one Ethiopian king I forgot the name
4. How did you learn that/source: secondary schools
5. Independent Nation: Yes, Liberia
6. First African army defeated European: Yes,  Battle of Adwa

6. Ghana
1. History Course: Yes, from basic school
2. Course:Yes, touches African History
3. Adwa: No but I know empires like Axum and Kush
4. Independent Nation: Ethiopia and Liberia
5. How did you learn that/source: Personal reading when l started covering Ethiopia as one of the project countries for the ILO

7. Zimbabwe
         A.
1. History Course: Yes, in  high schools for 2 years.
2. Course: It touches African and European history
3. Adwa: I don't know/remember
4. Independent Nation: Yes, Ethiopia
5. How did you learn that/source: Combination of schools and personal reading
-----------------------------------------------
         B.                    1. History Course:Yes
                                 2. Course: doesn't touch African but European-  in 1985
                                 3. Adwa: I don't know
                                 4. Independent Nation: Yes, Ethiopia
                                 5. How did you learn that/source: during my personal visit to Ethiopia

8. South Africa

1. History Course:Yes
2. Course: It is about world war and colonization, not the road to independence
3. Adwa: Yes,
4.. How did you learn that/source: Personal reading, from Raymond Jonas book
5. Independent Nation: Yes, Ethiopia

Comment: South African school don't even teach the history of the liberation movements such as the African national congress (ANC) and the pan African congress (PAC).


9. Burkina Faso

1. History Course:Yes, at primary & secondary schools
2. Course:Yes, touch African history
3. Adwa: No I don't know
4. Independent Nation: Yes, Ethiopia
5. How did you learn that/source: From schools and Ras Teferian Music

10. Guinea 
1. History Course:Yes
2. Course:Yes,
3. Adwa: I don't know
4. Independent Nation: No
5. Which country get its independence first: Liberia, July 26, 1847. School course touches colonialism, independence movement...
6.  Does it touch about Ethiopia: Yes
7. What was it about:  Muluku suleyman


11. Cot d'Ivoire 
1. History Course:Yes
2. Course: Yes, touches African history
3. Adwa: No
4. Independent Nation: No
5. Independence movement: during colonialism - I know after 1960 Senegal, Ivory-got independent

12. Benin
1. History Course:Yes
2. Course: I think so
3. Adwa: No
4. Independent Nation: Ethiopia
5. How did you learn that/source: Personal reading

13. Tanzania
1. History Course:Yes, from primary, secondary and advanced
2. Course:Yes, even colonization and globalization
3. Adwa: No, I'm not sure. Is it from Ethiopia?
4. Independent Nation: Ethiopia wasn't colonized, from Ethiopia we learn Menelik's and the fight of Italy... we learn even the pre-colonial trade routes

14. Togo

1. History Course:Yes, from the 3rd class of primary school to thé last on secondary school
2. Course: Yes, it touces
3. Adwa: Yes !about Menelik II and Italian army
4. Independent Nation: Ethiopia
5. How did you learn that/source:Schools

15. The Gambia
1. History Course:Yes but in Senior Secondary school and The University
2. Course:Yes
3. Adwa: No
4. Independent Nation:Ethiopia
5. How did you learn that/source: personal reading
6. Have you learn that in schools: No

My African Friends: 

here are some articles where you can find a lot more about Adwa and King Menelik

The Battle of Adwa: African Victory in the Age of Empire   Raymond Jonas "This is the story of a world turned upside down."
 
Ethiopian History: Battle of Adwa
Black Past: Battle of Adwa (Adowa), 1896
African American Registry: Ethiopia Wins The Battle of Adwa
Origins: When Ethiopia Stunned the World
Britanicca:The victory had further significance for being the first crushing defeat of a European power by African forces during the colonial era. 


Views of ADO:Strives for ease in information sharing for development

Knight Science Journalism Fellowship Program for International Applicants in USA (Boston)

Every year, the Knight Science Journalism Program (KSJ) offers ten science journalists a 9-month fellowship — geared to the September-to-May academic year — designed to enable them to explore science, technology, and the craft of journalism in depth, concentrate on a specialty in science, and to learn at some of the top research universities in the world.

Each Fellow largely designs his or her own course of study, with consultation offered by the director and the KSJ staff. Fellows are required to audit at least one science course per semester but are otherwise encouraged to explore the wide range of offerings at MIT, Harvard, or other institutions in Cambridge and Greater Boston. The program is designed to offer a rich and varied mix of coursework, attendance at departmental colloquia, research trips, lab visits, interviews, reading, and writing.

Course: This is a 9 months fellowships programme offered to journalists.

Nationality: Applicants of all nationalities are eligible to apply for this fellowship programme.

Study Subject: The Knight Science Journalism Fellowship Programme supports a global community of dedicated and thoughtful journalists specializing in science, health, technology and environmental reporting.

The Knight Science Journalism Program at MIT, founded more than thirty years ago, seeks to nurture and enhance the ability of journalists from around the world to accurately document and illuminate the often complex intersection of Science, Technology and Human Culture. Applicants must be reporters, writers, editors, producers, illustrators, filmmakers, or photojournalists. They may work for newspapers, magazines, television, radio, and digital media.

Award: Fellows receive a stipend of $70,000 as well as some additional benefits, including basic health insurance. As such, Fellows must refrain from paid professional work during the course of the 9-month program, unless the program director grants prior permission.

Admission Requirement: Entrance Requirements: Applicants must be full-time journalists, whether on staff or freelance. Part-time writers or producers are not eligible.

For more details click here. To go to the application page click here.

Views of ADO:Strives for ease in information sharing for development

ILRI MSc Research Fellowship – Ethiopia – call for applications

Deadline: until the position is filled (screening of applications will start on 5th February 2016)

Duration: 5 months, starting between March and April 2016

Location: Ethiopia (Addis Ababa) or remotely from the student’s university (negotiable)

The EVESPS project includes a significant hydrological modeling component, expected to be conducted using existing parameterizations for the Soil and Water Assessment Tool (SWAT) for Tana River basin in Kenya and the White Volta basin in Burkina Faso. ILRI is offering a research fellowship with the EVESPS project to support and contribute to the hydrological modeling efforts, with primary emphasis on the site in Burkina Faso.

The position: The fellow (MSc student or similar) is expected to contribute directly to the project, and to produce their MSc thesis based on information generated through the project. Specifically, the student selected will be responsible for several important steps in refining existing hydrological model configurations for the study basins. These activities will contribute directly to project analyses and indirectly to land planning processes at local and watershed scales.

​Requirements:

• Be a current student at MSc (or equivalent degree level) in hydrology, ecology, Earth sciences, natural resources or similar field;
• Able to use this assignment to complete an academic requirement of the MSc degree;
• Having completed course work requirements of an MSc programme in one of the above fields before starting work at ILRI is a plus;
• Demonstrated knowledge of SWAT or other hydrological models, or alternatively, under advisement of a professor or researcher experienced with SWAT or hydrological modeling;
• A team player with excellent interpersonal and communication skills;
• Ability to interact effectively in a multi-cultural and multi-disciplinary environment;
• Excellent written and verbal communication skills in English.​

Desirable  qualifications

• Previous experience or knowledge on pastoral and agro-pastoral farming and herding in West and East Africa.
• Previous experience or knowledge on rangeland ecology, forage modeling, soil science, community-based management, and environmental policy analysis.
• Working or better knowledge of French and Swahili.

Terms of appointment and stipend:

The successful candidate will be supervised jointly by an ILRI scientist and the student’s university supervisor, and will have the opportunity to interact with scientists at other universities, CGIAR centres, and NGOs, to further develop her/his research programme.

ILRI will provide the fellow an allowance of US$1500/month to support personal expenses as well as an end-of-fellowship honorarium of US$2,000 upon timely completion of the fellowship tasks. Additionally, ILRI will meet the costs of research related travel, as well as insurance.

How to apply:

Interested applicants should submit the following documents;

• A CV including three references with contact information.
• A cover letter describing the candidate’s interests in and qualifications for carrying out the research. The position title and reference number: HM/01/2016 should be clearly indicated in the subject line of the cover letter.

For further details visit ILRI news here. To apply click here 

Views of ADO:Strives for ease in information sharing for development

Essay Competition - 46th St. Gallen Symposium

Deadline 1 Feb '16

Compete for the St. Gallen Wings of Excellence Award and qualify for participation as a «Leader of Tomorrow» in the world’s premier opportunity for intergenerational debates: The St. Gallen Symposium.

• Join the debate with 600 top global leaders and decision makers
• Share your thoughts, ideas and visions with the global elite
• Expenses for travel, board and lodging covered, travel service provided
• Meet 200 of the world’s brightest young minds
• Small and intimate gatherings with world leaders, exclusively for the Leaders of Tomorrow
• CHF 20,000.– prize money shared by the three winners
• Broad media coverage
• Become member of a truly unique and strong global community

Qualify with an excellent essay.

Your essay must answer the following question: What are alternatives to economic growth? Leaders of Tomorrow have expressed scepticism towards economic growth as it stands today. We challenge you to develop your alternative guidelines to the concept of growth. Present your own idea to convince the jury. We expect a professional, creative and thought-provoking essay. Be bold and unconventional! The following criteria must be met:

Check your eligibility and prepare documents.

To be eligible, you must fulfil all of the following criteria:

• Enrolled in a graduate or postgraduate program (master level or higher) in any field of study at a regular university
• Born in 1986 or later

Make sure you can provide the following documents:

• Copy of passport or other identification (in English for non-Roman languages)
• Confirmation of matriculation/enrolment from your university which proves your enrolment in a graduate/postgraduate level programme as of 1 February 2016 (download sample document here)
• Your contribution file with no indication of your name in the file name, the file metadata or the file itself

To more details and application click here




Views of ADO:Strives for ease in information sharing for development

How to Make a Facebook Profile Picture with Ethiopian Flag Overlay

 If you want to dress your Facebook profile picture with Ethiopian flag as shown in the picture below, follow the link below

 Click here and follow the instruction provided.





Views of ADO:Strives for ease in information sharing for development

Call for Essays: The Africa Youth Day, Ethiopia 2014

Women account for about half of Africa’s talent base. As a group, they have been marginalised and their economic, social, political and environmental contributions go in large part unrealised, underutilized and undervalued. Poverty and HIV/AIDS still carry a female face. Women’ education is often sacrifice because of various socio-economic and cultural reasons and women are among the most affected by conflicts and violence. Empowering their participation in the community and the workforce greatly increases economic growth, reduces poverty, enhances societal well-being, and helps ensure sustainable development in all countries.

It is against this background that the African Union Heads of State and Government have dedicated next year, 2015, as the “Year of Women’s Empowerment and Development towards Africa’s Agenda 2063”. As a prelude to these celebrations, the African Union Commission is celebrating this year’s Africa Youth Day under the theme: Delivering on the Potential of Africa’s Young women.

Celebrated on the 1st of November, TheAfrican Youth Day aims to promote an increased recognition of youth as key agents for social change and economic growth in all aspects of African society. The event also aims to contribute and channel the youth motivation, energy and idealism to reinforce the efforts towards the achievement of a sustainable development in the Africa.

To open up this discourse, the African Union Commission invites young Africans to submit an essay of not more than 1500 words, which identifies and makes the case for policy measures to support the empowerment of young women. Entries are encouraged to be evidence-based, drawing on experiences of the writer or other individuals or institutions.

Finalists will be invited to celebrate the African Youth Day at the African Union Commission in Addis Ababa, Ethiopia and engage with Ministers of Youth from across the continent. Winning essay shall be published and presented at various high level policy meetings in 2015.

Competition Rules:

1. The call is open from the 1st of October 2014 to the 20th of October 2014

2. The competition is open to young people (18-35) from African Union Member States.

3. Only one essay is allowed per entrant.

4. Essays should be submitted in any of the AU languages i.e. English, French, Portuguese and Arabic

5. Photographs and other illustrations that enhance the article are welcome, although these must be original to the author and be copyright free.

6. Submission should be made to essays@empoweryouth.today

Views of ADO:Strives for ease in information sharing for development

2 Samsung Galaxy Tab 4 up for grabs in Telecentre Challenge

Are you running a public access center (a.k.a. telecentre) in your community? Well, here’s a great opportunity for you! Encourage the people in your community to sign up for our FREE Google Basics certification course within the month of June. By doing so, you are not only able to help them develop new skills and increase their employability by obtaining a Google certificate, but you also get a chance to win a Samsung Galaxy Tab 4 in our Google Basics Telecentre Challenge! Now, isn’t that a win-win move?

The competition will run until June 30, 11:59 PM UTC. At the end of the contest period, the Telecentre Manager with the highest number of community members enrolled in the course will be proclaimed the winner. Two winners will be selected, one each from the English- and Spanish-speaking communities (the two languages in which the course is currently available), and the prize will be awarded to the Telecentre Manager himself/herself.

How  to Participate

Participation is simple! Just encourage as many people from your community as possible to enroll in the course by registering in the TCA platform within the specified time frame. Upon registration, users will have to fill up a corresponding form where they will have to indicate the Telecentre Name and the Telecentre Manager’s Name, among others. More detailed information about the contest is given in the guidelines.

For queries or clarifications pertaining to the contest, please don’t hesitate to email the TCA team.

Know someone who might be interested in this? Spread the word now!

Views of ADO:Strives for ease in information sharing for development