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“Nigeria is ready, because the Ministry has taken every precaution, including getting the vaccines and medicines in case there was any incident in Nigeria The Federal government on Wednesday announced that after a week of thorough investigations, it was certain there was no outbreak of Ebola fever in Nigeria. The Information Minister, Labaran Maku, stated this in Abuja while briefing journalists on the outcome of the weekly meeting of the Executive Council of the Federation, FEC. The meeting was presided over by Vice President Namadi Sambo as President Goodluck Jonathan was away in Brussels, Belgium for the Africa, EU summit. Mr. Maku said the FEC devoted time to a detailed report by the Minister of Health on the findings over alleged outbreak of Ebola fever in Nigeria. He said the Minister of State for Health, Kahaliru Alhassan, had told the Council that following speculations in the media that Ebola fever was in Nigeria, the ministry had in the course of the week undertook checks, with all results showing that there was no Ebola fever in Nigeria. He, however, assured that Nigeria was fully prepared to curtail any outbreak, particularly given reports that a few countries with close proximity to Nigerian on the west coast, like Liberia, Sierra Leone and Guinea, have reported cases of Ebola fever. Dozens of people have died from the fever, caused by a virus, in the affected countries. “Nigeria is ready, because the Ministry has taken every precaution, including getting the vaccines and medicines in case there was any incident in Nigeria. “So far, there is nothing like Ebola fever in Nigeria, and Council was reassured that every step has been taken to ready our country just in case, infected persons come into the country from our neighbouring countries,” Mr. Maku said. -

See more at: https://www.premiumtimesng.com/news/157951-ebola-fever-nigeria-maku.html#sthash.ghE2AYHx.dpuf

TED Talk by Ken Robinson

Good morning. How are you? It's been great, hasn't it? I've been blown away by the whole thing. In fact, I'm leaving. (Laughter) There have been three themes, haven't there, running through the conference, which are relevant to what I want to talk about. One is the extraordinary evidence of human creativity in all of the presentations that we've had and in all of the people here. Just the variety of it and the range of it. The second is that it's put us in a place where we have no idea what's going to happen, in terms of the future. No idea how this may play out.


I have an interest in education -- actually, what I find is everybody has an interest in education. Don't you? I find this very interesting. If you're at a dinner party, and you say you work in education -- actually, you're not often at dinner parties, frankly, if you work in education. (Laughter) You're not asked. And you're never asked back, curiously. That's strange to me. But if you are, and you say to somebody, you know, they say, "What do you do?" and you say you work in education, you can see the blood run from their face. They're like, "Oh my God," you know, "Why me? My one night out all week." (Laughter) But if you ask about their education, they pin you to the wall. Because it's one of those things that goes deep with people, am I right? Like religion, and money and other things. I have a big interest in education, and I think we all do. We have a huge vested interest in it, partly because it's education that's meant to take us into this future that we can't grasp. If you think of it, children starting school this year will be retiring in 2065. Nobody has a clue -- despite all the expertise that's been on parade for the past four days -- what the world will look like in five years' time. And yet we're meant to be educating them for it. So the unpredictability, I think, is extraordinary.


And the third part of this is that we've all agreed, nonetheless, on the really extraordinary capacities that children have -- their capacities for innovation. I mean, Sirena last night was a marvel, wasn't she? Just seeing what she could do. And she's exceptional, but I think she's not, so to speak, exceptional in the whole of childhood. What you have there is a person of extraordinary dedication who found a talent. And my contention is, all kids have tremendous talents. And we squander them, pretty ruthlessly. So I want to talk about education and I want to talk about creativity. My contention is that creativity now is as important in education as literacy, and we should treat it with the same status. (Applause) Thank you. That was it, by the way. Thank you very much. (Laughter) So, 15 minutes left. Well, I was born ... no. (Laughter)

I heard a great story recently -- I love telling it -- of a little girl who was in a drawing lesson. She was six and she was at the back, drawing, and the teacher said this little girl hardly ever paid attention, and in this drawing lesson she did. The teacher was fascinated and she went over to her and she said, "What are you drawing?" And the girl said, "I'm drawing a picture of God." And the teacher said, "But nobody knows what God looks like." And the girl said, "They will in a minute." (Laughter)


When my son was four in England -- actually he was four everywhere, to be honest. (Laughter) If we're being strict about it, wherever he went, he was four that year. He was in the Nativity play. Do you remember the story? No, it was big. It was a big story. Mel Gibson did the sequel. You may have seen it: "Nativity II." But James got the part of Joseph, which we were thrilled about. We considered this to be one of the lead parts. We had the place crammed full of agents in T-shirts: "James Robinson IS Joseph!" (Laughter) He didn't have to speak, but you know the bit where the three kings come in. They come in bearing gifts, and they bring gold, frankincense and myrrh. This really happened. We were sitting there and I think they just went out of sequence, because we talked to the little boy afterward and we said, "You OK with that?" And he said, "Yeah, why? Was that wrong?" They just switched, that was it. Anyway, the three boys came in -- four-year-olds with tea towels on their heads -- and they put these boxes down, and the first boy said, "I bring you gold." And the second boy said, "I bring you myrrh." And the third boy said, "Frank sent this." (Laughter)


What these things have in common is that kids will take a chance. If they don't know, they'll have a go. Am I right? They're not frightened of being wrong. Now, I don't mean to say that being wrong is the same thing as being creative. What we do know is, if you're not prepared to be wrong, you'll never come up with anything original -- if you're not prepared to be wrong. And by the time they get to be adults, most kids have lost that capacity. They have become frightened of being wrong. And we run our companies like this, by the way. We stigmatize mistakes. And we're now running national education systems where mistakes are the worst thing you can make. And the result is that we are educating people out of their creative capacities. Picasso once said this -- he said that all children are born artists. The problem is to remain an artist as we grow up. I believe this passionately, that we don't grow into creativity, we grow out of it. Or rather, we get educated out if it. So why is this?


I lived in Stratford-on-Avon until about five years ago. In fact, we moved from Stratford to Los Angeles. So you can imagine what a seamless transition that was. (Laughter) Actually, we lived in a place called Snitterfield, just outside Stratford, which is where Shakespeare's father was born. Are you struck by a new thought? I was. You don't think of Shakespeare having a father, do you? Do you? Because you don't think of Shakespeare being a child, do you? Shakespeare being seven? I never thought of it. I mean, he was seven at some point. He was in somebody's English class, wasn't he? How annoying would that be? (Laughter) "Must try harder." Being sent to bed by his dad, you know, to Shakespeare, "Go to bed, now," to William Shakespeare, "and put the pencil down. And stop speaking like that. It's confusing everybody." (Laughter)


Anyway, we moved from Stratford to Los Angeles, and I just want to say a word about the transition, actually. My son didn't want to come. I've got two kids. He's 21 now; my daughter's 16. He didn't want to come to Los Angeles. He loved it, but he had a girlfriend in England. This was the love of his life, Sarah. He'd known her for a month. Mind you, they'd had their fourth anniversary, because it's a long time when you're 16. Anyway, he was really upset on the plane, and he said, "I'll never find another girl like Sarah." And we were rather pleased about that, frankly, because she was the main reason we were leaving the country. (Laughter)


But something strikes you when you move to America and when you travel around the world: Every education system on earth has the same hierarchy of subjects. Every one. Doesn't matter where you go. You'd think it would be otherwise, but it isn't. At the top are mathematics and languages, then the humanities, and the bottom are the arts. Everywhere on Earth. And in pretty much every system too, there's a hierarchy within the arts. Art and music are normally given a higher status in schools than drama and dance. There isn't an education system on the planet that teaches dance everyday to children the way we teach them mathematics. Why? Why not? I think this is rather important. I think math is very important, but so is dance. Children dance all the time if they're allowed to, we all do. We all have bodies, don't we? Did I miss a meeting? (Laughter) Truthfully, what happens is, as children grow up, we start to educate them progressively from the waist up. And then we focus on their heads. And slightly to one side.


If you were to visit education, as an alien, and say "What's it for, public education?" I think you'd have to conclude -- if you look at the output, who really succeeds by this, who does everything that they should, who gets all the brownie points, who are the winners -- I think you'd have to conclude the whole purpose of public education throughout the world is to produce university professors. Isn't it? They're the people who come out the top. And I used to be one, so there. (Laughter) And I like university professors, but you know, we shouldn't hold them up as the high-water mark of all human achievement. They're just a form of life, another form of life. But they're rather curious, and I say this out of affection for them. There's something curious about professors in my experience -- not all of them, but typically -- they live in their heads. They live up there, and slightly to one side. They're disembodied, you know, in a kind of literal way. They look upon their body as a form of transport for their heads, don't they? (Laughter) It's a way of getting their head to meetings. If you want real evidence of out-of-body experiences, by the way, get yourself along to a residential conference of senior academics, and pop into the discotheque on the final night. (Laughter) And there you will see it -- grown men and women writhing uncontrollably, off the beat, waiting until it ends so they can go home and write a paper about it.


Now our education system is predicated on the idea of academic ability. And there's a reason. The whole system was invented -- around the world, there were no public systems of education, really, before the 19th century. They all came into being to meet the needs of industrialism. So the hierarchy is rooted on two ideas. Number one, that the most useful subjects for work are at the top. So you were probably steered benignly away from things at school when you were a kid, things you liked, on the grounds that you would never get a job doing that. Is that right? Don't do music, you're not going to be a musician; don't do art, you won't be an artist. Benign advice -- now, profoundly mistaken. The whole world is engulfed in a revolution. And the second is academic ability, which has really come to dominate our view of intelligence, because the universities designed the system in their image. If you think of it, the whole system of public education around the world is a protracted process of university entrance. And the consequence is that many highly talented, brilliant, creative people think they're not, because the thing they were good at at school wasn't valued, or was actually stigmatized. And I think we can't afford to go on that way.


In the next 30 years, according to UNESCO, more people worldwide will be graduating through education than since the beginning of history. More people, and it's the combination of all the things we've talked about -- technology and its transformation effect on work, and demography and the huge explosion in population. Suddenly, degrees aren't worth anything. Isn't that true? When I was a student, if you had a degree, you had a job. If you didn't have a job it's because you didn't want one. And I didn't want one, frankly. (Laughter) But now kids with degrees are often heading home to carry on playing video games, because you need an MA where the previous job required a BA, and now you need a PhD for the other. It's a process of academic inflation. And it indicates the whole structure of education is shifting beneath our feet. We need to radically rethink our view of intelligence.


We know three things about intelligence. One, it's diverse. We think about the world in all the ways that we experience it. We think visually, we think in sound, we think kinesthetically. We think in abstract terms, we think in movement. Secondly, intelligence is dynamic. If you look at the interactions of a human brain, as we heard yesterday from a number of presentations, intelligence is wonderfully interactive. The brain isn't divided into compartments. In fact, creativity -- which I define as the process of having original ideas that have value -- more often than not comes about through the interaction of different disciplinary ways of seeing things.


The brain is intentionally -- by the way, there's a shaft of nerves that joins the two halves of the brain called the corpus callosum. It's thicker in women. Following off from Helen yesterday, I think this is probably why women are better at multi-tasking. Because you are, aren't you? There's a raft of research, but I know it from my personal life. If my wife is cooking a meal at home -- which is not often, thankfully. (Laughter) But you know, she's doing -- no, she's good at some things -- but if she's cooking, you know, she's dealing with people on the phone, she's talking to the kids, she's painting the ceiling, she's doing open-heart surgery over here. If I'm cooking, the door is shut, the kids are out, the phone's on the hook, if she comes in I get annoyed. I say, "Terry, please, I'm trying to fry an egg in here. Give me a break." (Laughter) Actually, you know that old philosophical thing, if a tree falls in a forest and nobody hears it, did it happen? Remember that old chestnut? I saw a great t-shirt really recently which said, "If a man speaks his mind in a forest, and no woman hears him, is he still wrong?" (Laughter)


And the third thing about intelligence is, it's distinct. I'm doing a new book at the moment called "Epiphany," which is based on a series of interviews with people about how they discovered their talent. I'm fascinated by how people got to be there. It's really prompted by a conversation I had with a wonderful woman who maybe most people have never heard of; she's called Gillian Lynne -- have you heard of her? Some have. She's a choreographer and everybody knows her work. She did "Cats" and "Phantom of the Opera." She's wonderful. I used to be on the board of the Royal Ballet in England, as you can see. Anyway, Gillian and I had lunch one day and I said, "Gillian, how'd you get to be a dancer?" And she said it was interesting; when she was at school, she was really hopeless. And the school, in the '30s, wrote to her parents and said, "We think Gillian has a learning disorder." She couldn't concentrate; she was fidgeting. I think now they'd say she had ADHD. Wouldn't you? But this was the 1930s, and ADHD hadn't been invented at this point. It wasn't an available condition. (Laughter) People weren't aware they could have that.

Anyway, she went to see this specialist. So, this oak-paneled room, and she was there with her mother, and she was led and sat on this chair at the end, and she sat on her hands for 20 minutes while this man talked to her mother about all the problems Gillian was having at school. And at the end of it -- because she was disturbing people; her homework was always late; and so on, little kid of eight -- in the end, the doctor went and sat next to Gillian and said, "Gillian, I've listened to all these things that your mother's told me, and I need to speak to her privately." He said, "Wait here. We'll be back; we won't be very long," and they went and left her. But as they went out the room, he turned on the radio that was sitting on his desk. And when they got out the room, he said to her mother, "Just stand and watch her." And the minute they left the room, she said, she was on her feet, moving to the music. And they watched for a few minutes and he turned to her mother and said, "Mrs. Lynne, Gillian isn't sick; she's a dancer. Take her to a dance school."


I said, "What happened?" She said, "She did. I can't tell you how wonderful it was. We walked in this room and it was full of people like me. People who couldn't sit still. People who had to move to think." Who had to move to think. They did ballet; they did tap; they did jazz; they did modern; they did contemporary. She was eventually auditioned for the Royal Ballet School; she became a soloist; she had a wonderful career at the Royal Ballet. She eventually graduated from the Royal Ballet School and founded her own company -- the Gillian Lynne Dance Company -- met Andrew Lloyd Weber. She's been responsible for some of the most successful musical theater productions in history; she's given pleasure to millions; and she's a multi-millionaire. Somebody else might have put her on medication and told her to calm down.


Now, I think ... (Applause) What I think it comes to is this: Al Gore spoke the other night about ecology and the revolution that was triggered by Rachel Carson. I believe our only hope for the future is to adopt a new conception of human ecology, one in which we start to reconstitute our conception of the richness of human capacity. Our education system has mined our minds in the way that we strip-mine the earth: for a particular commodity. And for the future, it won't serve us. We have to rethink the fundamental principles on which we're educating our children. There was a wonderful quote by Jonas Salk, who said, "If all the insects were to disappear from the earth, within 50 years all life on Earth would end. If all human beings disappeared from the earth, within 50 years all forms of life would flourish." And he's right.

What TED celebrates is the gift of the human imagination. We have to be careful now that we use this gift wisely and that we avert some of the scenarios that we've talked about. And the only way we'll do it is by seeing our creative capacities for the richness they are and seeing our children for the hope that they are. And our task is to educate their whole being, so they can face this future. By the way -- we may not see this future, but they will. And our job is to help them make something of it. Thank you very much.

https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity/transcript

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TEd talk by Roselinde Torres

What makes a great leader today? Many of us carry this image of this all-knowing superhero who stands and commands and protects his followers. But that's kind of an image from another time, and what's also outdated are the leadership development programs that are based on success models for a world that was, not a world that is or that is coming.


We conducted a study of 4,000 companies, and we asked them, let's see the effectiveness of your leadership development programs. Fifty-eight percent of the companies cited significant talent gaps for critical leadership roles. That means that despite corporate training programs, off-sites, assessments, coaching, all of these things, more than half the companies had failed to grow enough great leaders. You may be asking yourself, is my company helping me to prepare to be a great 21st-century leader? The odds are, probably not.


Now, I've spent 25 years of my professional life observing what makes great leaders. I've worked inside Fortune 500 companies, I've advised over 200 CEOs, and I've cultivated more leadership pipelines than you can imagine. But a few years ago, I noticed a disturbing trend in leadership preparation. I noticed that, despite all the efforts, there were familiar stories that kept resurfacing about individuals. One story was about Chris, a high-potential, superstar leader who moves to a new unit and fails, destroying unrecoverable value. And then there were stories like Sidney, the CEO, who was so frustrated because her company is cited as a best company for leaders, but only one of the top 50 leaders is equipped to lead their crucial initiatives. And then there were stories like the senior leadership team of a once-thriving business that's surprised by a market shift, finds itself having to force the company to reduce its size in half or go out of business.
2:48
Now, these recurring stories cause me to ask two questions. Why are the leadership gaps widening when there's so much more investment in leadership development? And what are the great leaders doing distinctly different to thrive and grow? One of the things that I did, I was so consumed by these questions and also frustrated by those stories, that I left my job so that I could study this full time, and I took a year to travel to different parts of the world to learn about effective and ineffective leadership practices in companies, countries and nonprofit organizations. And so I did things like travel to South Africa, where I had an opportunity to understand how Nelson Mandela was ahead of his time in anticipating and navigating his political, social and economic context. I also met a number of nonprofit leaders who, despite very limited financial resources, were making a huge impact in the world, often bringing together seeming adversaries. And I spent countless hours in presidential libraries trying to understand how the environment had shaped the leaders, the moves that they made, and then the impact of those moves beyond their tenure. And then, when I returned to work full time, in this role, I joined with wonderful colleagues who were also interested in these questions.


Now, from all this, I distilled the characteristics of leaders who are thriving and what they do differently, and then I also distilled the preparation practices that enable people to grow to their potential. I want to share some of those with you now.

("What makes a great leader in the 21st century?"


In a 21st-century world, which is more global, digitally enabled and transparent, with faster speeds of information flow and innovation, and where nothing big gets done without some kind of a complex matrix, relying on traditional development practices will stunt your growth as a leader. In fact, traditional assessments like narrow 360 surveys or outdated performance criteria will give you false positives, lulling you into thinking that you are more prepared than you really are. Leadership in the 21st century is defined and evidenced by three questions.


Where are you looking to anticipate the next change to your business model or your life? The answer to this question is on your calendar. Who are you spending time with? On what topics? Where are you traveling? What are you reading? And then how are you distilling this into understanding potential discontinuities, and then making a decision to do something right now so that you're prepared and ready? There's a leadership team that does a practice where they bring together each member collecting, here are trends that impact me, here are trends that impact another team member, and they share these, and then make decisions, to course-correct a strategy or to anticipate a new move. Great leaders are not head-down. They see around corners, shaping their future, not just reacting to it.


The second question is, what is the diversity measure of your personal and professional stakeholder network? You know, we hear often about good ol' boy networks and they're certainly alive and well in many institutions. But to some extent, we all have a network of people that we're comfortable with. So this question is about your capacity to develop relationships with people that are very different than you. And those differences can be biological, physical, functional, political, cultural, socioeconomic. And yet, despite all these differences, they connect with you and they trust you enough to cooperate with you in achieving a shared goal. Great leaders understand that having a more diverse network is a source of pattern identification at greater levels and also of solutions, because you have people that are thinking differently than you are.


Third question: are you courageous enough to abandon a practice that has made you successful in the past? There's an expression: Go along to get along. But if you follow this advice, chances are as a leader, you're going to keep doing what's familiar and comfortable. Great leaders dare to be different. They don't just talk about risk-taking, they actually do it. And one of the leaders shared with me the fact that the most impactful development comes when you are able to build the emotional stamina to withstand people telling you that your new idea is naïve or reckless or just plain stupid. Now interestingly, the people who will join you are not your usual suspects in your network. They're often people that think differently and therefore are willing to join you in taking a courageous leap. And it's a leap, not a step. More than traditional leadership programs, answering these three questions will determine your effectiveness as a 21st-century leader.


So what makes a great leader in the 21st century? I've met many, and they stand out. They are women and men who are preparing themselves not for the comfortable predictability of yesterday but also for the realities of today and all of those unknown possibilities of tomorrow.

Thank you.

(Applause)

https://www.ted.com/talks/roselinde_torres_what_it_takes_to_be_a_great_leader/transcript#t-164100

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A Nigerian man who was quarantined after he showed Ebola-like symptoms during a trip to Hong Kong has tested negative for the deadly virus.

The southern Chinese city government said in a statement on Sunday that the man had "tested negative for Ebola virus upon preliminary laboratory testing".

"In the past one month ... he had no contact history with sick persons or animals and did not visit health-are facilities," a government spokesman said in the statement. "He is currently in stable condition."

The 32-year-old arrived in Hong Kong from Lagos, Nigeria's most populous city, via Dubai on Thursday and was hospitalised on Sunday after vomiting and suffering from diarrhoea.

A densely populated city of some seven million people, Hong Kong is particularly alert to the spread of viruses after Severe Acute Respiratory Syndrome killed almost 300 people eleven years ago.

On July 30, the Hong Kong government said it would quarantine as a precaution all people from Ebola-infected areas who showed any symptom of the disease such as fever, vomiting or diarrhoea.

Last week, a woman who showed Ebola-like symptoms after returning from a holiday in Kenya, also tested negative for the virus.

Local broadcaster RTHK reported that the Nigerian man had arrived in Hong Kong from his home country on Thursday and was vomiting before he was hospitalised on Sunday morning.

Chinese supplies

In a separate development, China said on Sunday that it had arranged 80 tonnes of anti-Ebola materials for virus-hit countries in West Africa.

A Boeing 747 plane took off from Shanghai on Sunday to transport the supplies to Liberia, Sierra Leone and Guinea to fight against the Ebola virus.

"The supplies are mainly anti-epidemic goods including protective suits, disinfectants, thermometers and medical drugs," said Wang Shengwen, director of the Department of Foreign Assistance of the Ministry of Commerce of China.

Nigeria, along with Guinea, Sierra Leone and Liberia have been hardest hit by the latest epidemic, which the World Health Organisation (WHO) has called the worst outbreak of its kind in four decades.

The most populous nation in Africa, Nigeria confirmed two new cases on Friday of the often fatal hemorrhagic disease, bringing the total number of infections to nine, including two deaths.

The WHO has declared the epidemic an international health emergency, as countries scramble to impose measures to prevent any spread of a contagion that has claimed almost 1,000 live

http://www.aljazeera.com/news/asia-pacific/2014/08/nigerian-quarantined-hong-kong-over-ebola-201481014217875798.html

Atouke: cumulative result so far PDP=273,567 APC = 138,567 and LP 560 stay tuned for updates as more result trickle in

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TOWARDS MOON-SIGHTING, NOT MOON-FIGHTING IN NIGERIA
They ask you about the crescents. Say: they are but signs to mark fixed periods of time in the affairs of men and for pilgrimage (Q. al-Baqarah, 2:189)Abdullah bin Umar narrates that Allah’s Messenger once mentioned Ramadan and said: Do not begin the fast until you sight the moon, and do not break the fast (at the end of Ramadan) until you see it. If the new moon is concealed from you, then work out when it should be (TMH Al-Muwatta, 18. 1. 1)While thanking Allah (SWT), the Praiseworthy, Who has made us to witness and experience the holy month of fasting, Ramadan, for the year 1435 A.H. / 2014 C.E., the Nigerian Supreme Council for Islamic Affairs (NSCIA) felicitates with Muslims all over the world andin Nigeria in particular, on the successful attainment of the last part of the blessed month.The Council also sincerely apologises to the Muslim ummah in Nigeria for the unusual confusion and miscommunication that trailed the commencement of the holy month. Despite all the efforts made towards avoiding such a confusion, complete success was not attained. The appropriate lessons have however been learnt.It is in this respect that the NSCIA wishes to remind all Muslims who know, and notify those who do not, that there is an established structure for moon-sighting in Nigeria. Due to its significance and technicalities, the Council has a National Moonsighting Committee under the leadership of an expert. The Committee is equipped with necessary equipment and technological gadgets that are relevant to the discharge of its assignment.The membership of the Committee is drawn from various segments of the Nigerian Muslim Ummah, including:1Dr. Hafiz Wali (CHAIRMAN)08036009090. Kaduna2Shaykh Tahir Bauchi08032103733, 08033058201. Bauchi3Shaykh Kariballah Kabara08035537382 Kano4Muhammad Nasir AbdulMuhyi08065687545, 08024333381. Jos5Shaykh Habeebullahi Adam Abdullahi Al Ilory08023126335. Lagos/ Ilorin6Alh. Abdul Hamid Oyebode (Surveyor Gen.).08037063923. Offa/Ilorin7Prof. Z I Oboh Oseni (Chief Imamof Auchi )08033574431. Auchi8Shaykh AbdurRahman Ahmad.08023141752 Lagos/Ilorin9Prof. J. M. Kaura08067050641 Sokoto10Shaykh Mustapha Ajisafe ( Imam of Osogbo)08035740333. Yorubaland/Oshogbo11Shaykh Abdur-Razzaq Ishola08023864448, 08051111063. Lagos12Shaykh Abdur-Rasheed Mayaleeke08035050804. IJEBU ODE13Mal. Simwal Usman Jibrin08033140010. Kaduna14Alh Yusuf Nwoha08030966956 Oweri15Mallam Nurudeen Ibraheem16Prof. Usman El-Nafaty. (DEPUTYCHAIRMAN)08062870892. Bauchi17Dr K. K. Oloso08023098661 Ibadan18Mal. Ibrahim Zubairu Salisu19Alh. Shakir EttuLagos20Prof. Muritala Salawu08037229766. Abuja/Ibadan21Dr. Ganiy I. Agbaje, FNIS08028327463, 08057752980. ABUJA22Muhammad Yaseen Qamaruddeen08055322087, 08099516362 Lagos23Mal. Abdullahi Shuaib (Secretary)08023037478. Lagos24Usman Mahmud (Desk Officer / Expert)08034540120. ABUJA/KanoHowever, membership of the Committee is not exclusive to the above-listed personalities. The NSCIA expects people with requisite technical and demonstrable knowledge of moon-sighting to indicate their interests to the Secretary General, NSCIA. It is also helpful for such persons to list their areas of expertise. We intend to have at least a competent and commited member in each of the Senatorial Zone of the Country.The National Moonsighting Committee will advise the President-General of the NSCIA (The Sultan) on the commencement and conclusion of Ramadan or sighting of Ramadan and Shawwal crescents. The DEPUTY(The Shehu of Bornu) AND STATE VICE PRESIDENT GENERAL (in the North,usually the Senior-most EMIR) and the Secretary-General are available to connect any Muslim informant with appropriate member of the NationalMoon Sighting Committee for verification and appropriate advice to The President-General.When an informed Muslim sights a new moon, therefore, (s)he should call any member of the Committee close to him/her who will ask him/her a series pertinent questions These may include i). time the moon was sighted, ii). Position of the crescent relative to where the Sun sets iii) Altitude of the crescent above the horizon, iv) Orientation of the crescent, v) Conditioon of the sky at the time of the sighting (e,g, clear, cloudy, rainy). Our brothers and sisters in Islam are urged to direct their observations, notices and enquirieson the crescent to members of the National Moonsighting Committee who are officially equipped to verifyclaims.It is on the backdrop of the foregoing that the NSCIA announces that in line with the Qur'anic verse and the tradition of the Prophet (SAW) cited above, as Ramadan draws to its close, any information on sighting the crescent (of Shawwal) should be conveyed to the National Moonsighting Committee so that the President-General of the NSCIA,His Eminence, the Sultan of Sokoto,may pronounce the end of fasting.IT HAS BEEN ESTABLISHED THAT THE OLD (Ramadan) moon will set just before sunset in Nigeria on Saturday, 26 th of July 2014. The new astronomic moon would be born few minutes before midnight of that Saturday. CONSEQUENTLY, THE SEARCH FOR SHAWWAL MOONON SATURDAY THE 26th of July is as traditionally done. The crescent can be sighted in Nigeria on SUNDAY with optical instruments (or with some difficulties) with naked eyes. Any claim of sighting amoon that is yet to be born is not only false or mistaken but also incorrect.Appropriate announcement will be made by the President-General ON THE ADVICE OF THE NATIONAL MOON -SIGHTING COMMITTEE.Once again, the NSCIA congratulates the Muslim Ummah on the auspicious period of Ramadan and wishes all Nigerians happy 'Idul Fitr in advance. Many happy returns of the holy month! Let us PRAY and WORK for restoration of peace, security and brotherhood in our potentially greatCountry.“Our Lord! Condemn us not if we forget or fall into error; our Lord! Lay not on us a burden greater thanwe have strength to bear. Blot out our sins and grant us forgiveness. Have mercy on us. You are our Protector, help us against those who stand against faith” (Q. Al-Baqarah, 2:286).SignedProf. Is-haq O. OloyedeSecretary-General, NSCIAFor and on behalf of the NSCIA

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