1. Top Liberian Diplomat Releases latest Book in Liberia at Tubman University
H.E. Olubanke King-Akerele has re-
leased her latest book for the first time
in Liberia and held a signing ceremony
at the William V. S. Tubman Universi-
ty’s Speakers’ Bureau in Tubman
Town, Harper, Maryland County. Her
latest book entitled, “The ‘Growing’ of
Africa’s Emergent Leadership” was re-
leased on Wednesday, March 26, 2014
with administrators, faculty, staff, and
students as well as the Mayors of Plee-
bo and Harper, and TU’s Presidential
Fellow, Dr. Diane Adams, in attend-
ance.
In the presentation of her book, H.E.
King-Akerele said the focus of her new-
est book is “instructive” in nature while
demonstrating the value and impact of
leadership development programs. The
book which presents a documentation
of various programs of leadership devel-
opment over time in several African
countries and their impact as well as
profiles of some of Africa’s
“Emergent” leaders, is a magnum opus
for enhancing on-going capacity build-
ing efforts in Africa; focusing on em-
powering Africa’s Leadership, as well as
“How” of so doing. In addition, Hon.
King-Akerele stated that through
the profiles, she was able to provide
a prospective on skills-set and exper-
tise of Africa’s Emergent leadership
and how they are contributing to
the continent’s development.
Making a summary of her book, the
Author said part one of her book
covered programs dating back to
1992/93 in Mauritius when her
interest was first sparked among
high school youth and university
undergraduates; to Zambia which
saw the further development of the
Otto Essien Young professionals
Training program; to Senegal, un-
der the UNDP/UNESCO’s Africa-
wide initiative, Foundations of Afri-
ca’s Future Leadership, (2003-2005).
The second part she further said
presents programs in post-conflict
Liberia and Sierra Leone, while in
the third part are related programs
to those described in parts one, and
two and draws lessons showing
possible linkages with the concept
Growing Africa’s “Emergent” Leader-
ship Initiative. The fourth part
presents profiles of Africa’s
“Emergent” Leadership both of the
continent and the Diaspora and
lastly, the fifth part presents the way
forward with lessons for “Growing”
Africa’s Emergent Leadership.
Meanwhile, at the signing ceremo-
ny, Hon. King-Akerele donated four
copies of a chapter of her newest
book to the University’s Library,
while proceeds from the sales of her
newest book released and signed at
the ceremony will go to the for-
mation of the Liberian Institute for
Growing Patriotism club to be
founded at TU, and sales of
her book “Women’s Leadership
in Post Conflict Liberia: My Jour-
ney”, will support the Gender
and Development Center at
the University.
H.E. King-Akerele is a former
Minister of Foreign Affairs of
the Republic of Liberia. She is
also former Minister of Com-
merce and Industry. Prior to
her public service, she was
engaged for 24 years in interna-
tional development at senior
levels in the United Nations
system. Her recent publica-
tions include, “Women‘s Leader-
ship in Post Conflict Liberia: My
Journey”, as well as another that
she co-authored with Kojo
Boafa Asiedu, “Accelerating
Africa’s Integration through Micro
-regionalism: The Case of Zambia-
Malawi-Mozambique Growth
Triangle and Its Impact.” “The
‘Growing’ of Africa’s Emergent
Leadership” was firstly launched
in Zambia in March 2014.
The Speakers’ Bureau is an
interactive forum organized by
the Department of Public &
Media Relations within the
Division of Institutional Ad-
vancement with the aim of
bringing to the University
qualified speakers with a mes-
sage of relevance to provoke a
positive change.
Inside This Issue
 Top Liberian Diplomat Releases
latest Book a Tubman University
 George Beats Karly in SGA Presiden-
tial Elections
 TU Holds One-day Awareness Work-
shop on Ebola Hemorrhagic Fever.
 Women Empowerment through
Entrepreneurship
 Pictorial
 TUSDI Embarks on a Campus Wide
Tree Planting Project
 TU Students Reduce Hardship on East
Harper Students
 Transforming Liberian Education
Through Science Education
 A Day in a Life Time & Job Readiness
Program
 Students Say-so
 Cape Palmas, An Alluring Paradise
for Tourism
Volume II, Issue 7
Transformation for Worthy Service
H.E. Olubanke King-Akerele

2. Adolphus George has won an unassailable victory in the Student Government Association (SGA) elections held on May 2,
2014, the Director of Student Club and Activities, Mr. Thomas Williams says.
With all votes counted, the SGA Elections Commission has announced Adolpus George as winner of the presidential elections.
A total of four hundred and twenty-three students cast their votes for the presidency thereby reflecting two hundred forty-five
votes in favor of Adolphus George constituting 57.91% as one hundred seventy-eight votes were cast in favor of Steven M. Karly
amounting to 42.08%, declaring George as winner.
Four hundred and twenty votes were cast for the vice presidency and student representatives to the University Council respec-
tively. According to our correspondent, two hundred twenty-eight votes were cast in support of Henry Karim amounting to
53.90% while one hundred ninety-two votes were cast for Peter Dossen constituting 45.39% declaring Henry Karim as winner.
For the position of SRC, two hundred fifteen votes were cast for Lloyd C. Thomson constituting 50.82%, and two hundred five
votes were cast in favor of Kwazaye Wameker amounting to 48.46% declaring Lloyd C. Thompson a winner.
Our correspondent also added that students contesting the positions for General Secretary, Financial Secretary, College Repre-
sentatives did not have competitors therefore were voted on white ballot. They include: Rosetta Blanyon–General Secretary,
Jonathan Kerkulah- Financial Secretary, T. Emmanuel Johnson- Representative of the College of Education, Thomas Skinner-
Representative of the Agriculture & Food Sciences, Richard Allison- Representative of the College Health Sciences, and Zacha-
riah Jalloh- Representative of the College of Engineering & Technology. Meanwhile, the electoral process did not have contest-
ants for the position of representative for the College of Management and Public Administration as well as freshman, sopho-
more, and senior classes.
The late structuring of the elections commission, the final exams, and the lack of transportation to get students on campus to
participate in the voting process are some of the factors responsible for the low turnout of voters. According to the University’s
fact sheet, enrollment for academic year 2013-14 is at 807.The newly elected leadership of the SGA will be inducted into office
at the beginning of the 2014-15 academic year in September.
Page 2
George Beats Karly in SGA Presidential Elections
Poll workers and candidates’ observers reconciling the ballots at a polling station.

3. Page 3
Volume II, Issue 7
In the wake of the outbreak of the Ebola Hemorrhagic Fever outbreak in North Western Liberia, the College
of Health Sciences (CHS) held a one day awareness workshop for faculty, staff and students of the University .
The workshop which was held on April 9, 2014 was facilitated by Dr. Tabeh L. Freeman and Associate Prof.
Philip D. Davis of the College of Health Sciences.
Making a clinical presentation on the Ebola Fever, Dr. Freeman said “Ebola is caused by the Ebola virus and
outbreaks have a case fatality rate of up to 90%.” He further explained that the virus is introduced into the
human population through close contact with the blood, secretions, organs or other bodily fluids of infected
animals, handling of infected chimpanzees, gorillas, fruit bats, monkeys, forest antelope and porcupines found
ill or dead. He continued, “Ebola then spreads in the community through human-to-human transmission, with
infection resulting from direct contact (through broken skin or mucous membranes) with the blood, secre-
tions, organs or other bodily fluids of infected people, and indirect contact with environments contaminated
with such fluids. Burial ceremonies in which mourners have direct contact with the body of the deceased per-
son can also play a role in the transmission of Ebola.”
Speaking of signs and symptoms of the virus, Dr. Freeman said that once affected, a person may experience a
fever up to 40 degrees centigrade, extreme fatigue, muscle and joint pain, headache-especially frontal headache,
hiccups (and hiccups in this case are a very bad sign.). This, he said is followed by vomiting, diarrhea, rash,
impaired kidney and liver function, and in some cases, both internal and external bleeding.
For the availability of treatment, Assoc. Prof. Philip D. Davis revealed that there is no vaccine for the Ebola
Virus. According to him severely ill patients require intensive supportive care such as oral rehydration with
solutions containing electrolytes or intravenous fluids. “If an outbreak is suspected, the premises should be
quarantined immediately. Culling of infected animals, with close supervision of burial or incineration of car-
casses, may be necessary to reduce the risk of animal-to-human transmission,” Assoc. Prof. Davis said.
In case of an Ebola outbreak in a community, he cautioned participants to take preventive measures by regular-
ly washing their hands with soap and water and to chlorinate water for disinfection after visiting patients in
hospital, as well as after taking care of patients at home. He pointed out that people who have died from Ebola
should be promptly and safely buried. The facilitators urged participants to sensitize others who may not know
about the virus as there is no cure.
The world Health organization (WHO) said that as of March 29, 2014, seven clinical samples from adults from
Foya District in North Western Liberia were tested. Two of those samples were tested positive for Ebola virus,
confirming for the first time cases of Ebola in the country.
TU Holds one-day awareness on Ebola Hemorrhagic Fever
Dr. Tabeh L. Freeman
Assoc. Prof. Philip D. Davis

4. The Women Empowerment through Entrepreneurship Project in Grand Cavalla, funded by MEASUAGOON and imple-
mented by the William V.S. Tubman University (TU) has started the skill training of 78 villagers in laundry soap making,
raffia mat weaving, natural tie and dyeing, and jewelry. Speaking to TU Times, Mr. Henry Woart of the Division of Aca-
demic Affairs and Village Level Coordinator revealed that in the beginning, a total of 9 persons were trained in soap. The
trainees tested their newly acquired skills by training an additional 11 persons which brings the number of participants who
have been introduced to laundry soap making to 20. So far, the new product has been introduced for sale in the village.
However, feedbacks received so far suggests that an improvement needs to be made using a new recipe. Mrs. Olusola Olu-
wakemi Dawoda, chief Laboratory Technologist of TU said that preparation of the new product requires fragrance and
coloring.
For skills training in raffia weaving, Mr. Woart said a total of 15 participants comprising of 13 males and 2 females have
been trained and the ages range from 12-23 years old with junior high school education. The natural tie and dye skill train-
ing seems to be the most tedious, but fascinatingly appealing of all the skills yet introduced for the training in Grand Caval-
la. Although tie and dye skill training using synthetic substance was introduced in Cavalla before, this new approach of
sourcing most of the needed dye materials from plants abundant in the surrounding environment is a new enhancing inno-
vation and originality, Mr. Woart said. The advantage of abundant dye materials in the surrounding environment in Caval-
la makes it the best choice option of convenience for financially vulnerable rural entrepreneurs. Consequently, a total of 25
participants were trained.
According to Mr. Woart, a total of 18 participants were trained in jewelry making. The participants were trained in design-
ing beads, stringing beads, and closing a necklace with clasps and crimp.
Meanwhile, the project has created a Child Care Center. The Child Care Center was established to enable trainees who are
mostly breast-feeding mothers to fully participate in the training.
The project is a part of the University’s Grand Cavalla Village Integrated Development Program that envisages Grand Ca-
valla to become a model agro-industrial village. It is a holistic people-centered development that aims to empower the village
to undertake initiative and address social, economic, political, and environmental problems and build the village to a com-
mon goal- societal transformation.
Page 4
Women Empowerment through Entrepreneurship
TU- MEASUAGOO Partnership Empowers Women of Grand Cavalla

5. Page 5
Volume II, Issue 7
Pictorial view of the Project
Photos: courtesy of Prof. Iona Thomas-Connor
Prof. Thomas-Connor joins trainees in raffia making
A trainer & trainees making raffia bags Sourcing needed dye materials from plants & kola nuts
VPAA Dr. Carbajosa helps out during training
Raffia bags, belts, & wallets on display at the AES Cafeteria VPIA Rev. Townsend purchasing beads & Necklace

6. Page 6
On Friday April 18, 2014,Tubman University Students Development Initiative (TUSDI) embarked
on a campus-wide tree planting exercise. The 500 trees (Acacia Magium) at a market value of US
$5,000.00, were donated by the Danish Refugee Council (DRC-SEL), and transported to campus
by CARITAS Cape Palmas at no cost to the organization. Speaking to TU Times the President of
the volunteer movement said the planting of the trees will provide shade and beautify the land-
scape of the University campus. “The main purpose for planting the tree is to combat climate
change” , Prince Morris said.
He further described the organization as a non-political, non-profit campus-based organization that
promotes green environment and sustainable development. “As Tubman University seeks to pro-
vide quality educational experiences that will transform the lives of individual for worthy services,
TUSDI’s Mission is to mobilize and motivate students to participate in meaningful developmental
initiatives as the need arises,” Prince Morris concluded.
Speaking at tree planting ceremony, TU’s President, Dr. Elizabeth Davis-Russell, lauded the ef-
forts of the organization and encouraged the students to study hard for higher academic achieve-
ment. The first tree was planted by Dr. Davis-Russell.
In December last year, the organization launched a massive painting exercise to give the campus a
face-lift for Christmas The organization was established in 2010 and its membership is opened to
all students of the University.
.
TUSDI EMBARKS ON A CAMPUS WIDE TREE PLANTING PROJECT
“As we strive to
achieve higher educa-
tion, let us commit
ourselves to volunteer-
ism that will lead us to
becoming true leaders
to build our country
Liberia “,
Mr. Prince Morris
Dr. Davis-Russell Planting a Tree TUSDI members posing for a photograph
Mr. Prince Morris

7. Page 7
Volume II, Issue 7
The Government’s policy of free and compulsory education for all Liberian children is alleged to be faced with many
challenges. One such challenge is the inadequate seating capacity for students at many public schools in Maryland
County. It is against this background that 33 students of the College of Education at the William V.S. Tubman Uni-
versity, led by their Lecturer, Osman Brima Moigua recently presented ten desks with benches attached at cost of
$300.00USD to the East Harper Junior High School in Harper City.
Presenting the items on behalf of the TU students, Mr. Moigua said after accessing the school, he and his students
found out that most of the students were sitting on the floor and therefore decided to buttress government’s efforts by
donating the desks and benches.
Receiving the donation on behalf of the East Harper Junior High School, the County Education Officer for Maryland,
Mr. Nathaniel Johnson admitted that the children were sitting on the floor, which according to him, affects the teach-
ing and learning process. He then thanked Mr. Moigua and his students for the kind gesture and called upon others
to do the same.
It can be recorded that few years ago, the Government of Liberia reintroduced the compulsory education for public
schools in the country. This initiative is aimed at reducing the financial burdens of parents and guardians at the early
age of their children, thereby encouraging high enrollment.
TU STUDENTS REDUCE HARDSHIP ON EAST HARPER STUDENTS
By: Amos F. Gibson
Mr. Moigua and Students making the donation Students sitting on the floor at the East Harper School

8. 1.Introduction
If what concerns us today is
that we face challenges to our
rights as citizens, our rights as a
free people or free thinkers in a
free society then my paper here
would focus on the humanities
and their place in the academy.
But that is not what is at stake.
What is at stake, instead, is the
education of our children and
the apparent malaise which has
crept into our classrooms and
our educational system. The
malaise concerns our collective
failure to find the best ways
and methods to school our
children. Lest we miss the
point, the concern is not about
teaching math and science at
the expense of language arts,
history and the other liberal
arts subjects. Rather, the con-
cern is about how best to re-
form primary and secondary
school education, especially
where society has been leaning
toward greater mechanization
of both government and indus-
try.
Consider, for instance, a teach-
er in the Harper or Pleebo
school district who is interested
in teaching science with the
latest methods and insights.
This teacher may be interested
in teaching science as inquiry
or as hypothesis generation and
so forth. She probably has the
latest books on the subject or
she was at a conference where
this subject was broached and
is now interested in giving the
subject a try. What could we do as
philosophers of science (not just
government) to help this teacher
put her ideas into practice? What
practical relevance would philoso-
phy of science or the different ac-
counts of scientific inquiry and
hypothesis generation have for this
teacher?
Consider also the case of a teacher
whose class is discussing the extinc-
tion of certain animal and plant
species. His students want to know
why these animals and plants disap-
peared from the forest. He re-
sponds that although several theo-
ries have been advanced, no one
account is completely adequate,
and that the question has yet to be
answered satisfactorily. But this
does not address the students’ con-
cern, which is, an explanation of a
certain fact, the disappearance of
certain animal and plant species
from the forest. What standards
would the explanation have to meet
in order to be satisfactory? Do all
scientific explanations need to meet
the same standards in order to be
satisfactory?
These are some of the issues that lie
at the intersection of philosophy of
science and science education. In
part, my paper addresses how phi-
losophers of science and science
educators might explain this con-
nection.
In the case of the first teacher, my
particular interest would be to clari-
fy how one might think about scien-
tific inquiry (or hypothesis genera-
tion, and so forth) and the difficul-
ties associated with it. I would
also want to leave her with new
ideas and insights about teaching
science as inquiry or as hypothesis
generation. Keep in mind that
students want us to move science
education from the “boring” col-
umn to the “interesting” column.
Like science, philosophy is a high-
ly specialized and demanding
field. Together, the task becomes
doubly demanding. It is small
wonder then that science educa-
tors are, by and large, not too
concerned with philosophy of
science—not to mention the philo-
sophical literature on science. But
this lack of awareness is not lim-
ited to science educators. Philoso-
phers of science, generally speak-
ing, may have some ideas about
the relevance of philosophy of
science to science education. Un-
fortunately, they too have made
very little effort to appreciate not
just the relevance but also the
practical uses of the philosophy of
science for science education.
How do we get beyond this appar-
ent impasse?
I do not believe that the task is an
easy one. And, I certainly don’t
believe it can be done with a sin-
gle paper or presentation. What I
hope to accomplish, however, is
that we will begin to pay close
attention to the issue of science
education and scientific inquiry
and to do so in a manner that will
attract the attention of science
educators who care about making
science education not just a prior-
ity in Liberian schools but also an
interesting and rewarding experi-
ence for school children.
Reforming Liberian Education Through Science Education
By :Elliot Wreh-Wilson, PhD
Page 8
Elliot Wreh–Wilson, PhD
Dean, College of Arts &
Sciences

9. 2. Reading, Writing, Arithmetic vs. Science and
Science Education
Although much has been written about how best
to educate our children -- and we do have hun-
dreds of theories on best approaches to teaching
at both primary and secondary levels -- it is per-
haps useful to separate these theories into two
broad categories.
Proponents of the first category say we must
begin primary education with emphasis on
“Reading, Writing and Arithmetic.” I was raised
on this system. Let’s call it the traditional system.
It was thought that this would facilitate literacy
in young people who would then use that
knowledge base to venture into other more de-
manding and more specialized areas like biology,
chemistry, physics, calculus, and trigonometry.
Proponents of the second category want us to
begin with science and science education primar-
ily because science has a way of letting children
become active learners. The concern here is that
the first category encourages passivity in chil-
dren, where the teacher—not the child—becomes
the center of attention in the classroom, while
the child stays a passive learner. Putting the
distinction somewhat crudely, we can say that
the first places undue attention on the teacher
while the second seeks to focus attention on the
child who has been entrusted to the supervision
of the teacher. There is indeed a big difference
between being a facilitator and being the center
of attention in the classroom. So, a teacher can
be a facilitator without being the center of atten-
tion in the classroom. Although proponents of
the second way do differ on exactly how we
focus attention on children, they do agree, how-
ever, that teachers can be facilitators without
being the center of attention in the classroom.
This role, they say, must be reserved for stu-
dents. What is becoming increasingly clear to
educators, therefore, is that we are likely to
achieve best results when we allow children to
rely on their natural capacities, i.e., hearing,
seeing, smelling, tasting, touching, and even
moving to learn, to explore, to think, to analyze,
and to assemble things, thoughts, and ideas. The
goal: to give children the freedom to explore
their space, their surroundings, their environ-
ment, and to develop their individual abilities as
well.
Let me add here that whatever theory we choose,
its adequacy will depend not on whether you or
I proposed it, whether a government official or
the Khan Academy proposed it, (Khan Academy
is the leading online tutoring group for all sub-
jects and categories of students). Rather, its ade-
quacy will depend on the results which that
theory will produce. If we can see today’s educa-
tion theories this way, then irrespective of the
historical significance of all other theories, we
will say that a theory is good precisely because it
brings about certain desirable results. This is
where science education comes in, and this is
the main thesis of my essay. I think we can con-
tinue to focus on reading, writing, and arithme-
tic. But we can add science to the mix, especially
at the elementary level where I believe we can
make the most impact and thus obtain the best
results.
3. The Object of Science
All science, and by implication the goal of sci-
ence revolves around the acquisition of
knowledge. Such knowledge could be about
scientific facts, scientific terminology, scientific
conventions, scientific theories, methods of
scientific inquiry, and so forth. Whatever the
case, the goal of such knowledge is to train the
human mind to view all experience as a product
of thought. As we know, the word ‘knowledge’
has various connotations. Take the root “know,”
which has various senses: To know may connote
familiarity with something, as in “I know Paul.”
In this case, ‘know’ suggests mere recognition of
Paul, but nothing more about Paul.
There is also a skills component to the word
‘know’, as in I know how to use a computer.
‘Know’ here suggests the possession of a definite
skill, namely, using a computer. There is no
indication that the possessor of the particular
skill knows anything about making or repairing
computers. And, of course, ‘know’ also refers to
propositional knowledge, as when I say:
“John knows that seven is greater than
five.” Here, the concern is not about famili-
arity or the possession of a skill, but rather
that John understands the meaning of a
certain statement or proposition.
In epistemology – the science of knowledge
– knowledge implies that we know a certain
fact to be true, that we have good reason to
believe that the fact, which is expressed in
the form of a statement or proposition is
indeed true. Based on the third sense,
therefore, we can adduce that a student
knows a certain fact when that student
understands that fact—meaning, that the
student not only knows the fact to be the
case, but that she can also provide evidence
that she remembers, recognizes and is able
to rely on her understanding of that fact to
deduce or invent other facts that were not
previously known to her. Here, understand-
ing implies that we can explain some fact or
facts. More importantly, it means that we
know how the known fact fits in with other
facts and concerns.
Take the case of a pregnant woman I met
recently. She approached me to say she had
a problem, and that she wanted me to give
her $300.00LD. When I asked what the
money was for…she replied that her pastor
had told her she was in danger of losing her
baby because a “bad person” had tied the
baby up in the womb. To untie the baby,
the pastor prescribed “holy oil,” and that
would cost her $300LD. So, I asked if she
had talked to a doctor. She said no. when I
asked why not, she replied that the pastor
has done this before, and she believed his
word. Only the holy oil could save her baby
from danger. I agreed to give her the
$300LD but on the condition that she
would also see a doctor. She agreed. Of
course, her baby is safe. But, why would a
mother consult a pastor about the health of
her unborn child rather than consult a
physician? This is where scientific educa-
tion also comes in.
Watch out for part two in our
next edition
Page 9
Volume 1, Issue 1

10. Page 10
Volume II, Issue 7
The Office of Career Planning & Placement success-
fully held its first Day in the Life Career and Job
Readiness program.
The Minister of Information, Cultural Affairs &
Tourism, Hon. Lewis G. Brown, II. served as Key
Note Speaker.
The Theme for this event was “Our Career and
Future; what lies Ahead and Beyond,” which was
intended to motivate and inspire all students includ-
ing prospective graduates as they move on to intern-
ship and other experiential learning opportunities,
and employment.
Hon. Brown connected with the students by telling
his personal story. He told the students not to worry
about where they were coming from but where they
are going. Adding ,“you must be determined and
hardworking and you will be assured that the sky
will be the limit to what you can achieve.”
Speaking earlier, the Director of Career Planning &
Placement, Mr. Benoni Tarr Grimes said he is com-
mitted to ensuring that his office operates with best
practices and international standards.
Mr. Grimes said the overall goal of this event was to pre-
pare and equip the prospective graduates and students
with the skills to search for, and land a job following their
graduation.
Hon. Brown was the third of high profiled individuals
that have visited the University to address career aware-
ness events. In November 2013, the Office of Career Plan-
ning & Placement hosted Hon. Richelieu A Williams,
Director General of the Liberia Aviation Authority for the
launching of the Senior Job Readiness Program. Hon.
Augustine Ngafuan, Minister of Foreign Affairs spoke at
the First Annual Career Fair held in February 2014.
A DAY IN A LIFE TIME & JOB READINESS PROGRAM
Students Say-so
On behalf of my mom, I extend my heartfelt thanks
and appreciation to Rev. Rita Townsend for her tire-
less support rendered me throughout the period of
my bachelor degree study.
My goal of graduating in four years time couldn’t
have been achieved without her sponsorship.
The support rendered me for my bachelor education
will not only benefit me and my family but also Libe-
ria at large.
The scholarship has transformed my life from a high
school graduate to now a University graduate.
This has also impacted my life into a reasonable and
critical thinker today.
Thank you the Right Rev. and not the Wrong One!!
I take this opportunity to extend a special thanks
and appreciation to my parents, Mr. Ebenezer
Tealeh and Mrs. Christiana Tealeh for their love,
support, encouragement and motivation during
my study at TU. Without their support, my
dream of earning a degree in Agriculture would
had not been realized.
Many thanks also to Prof. Abubakar Yaradua and
Dean Theresa Ferolino, PhD for their academic
assistance during my educational sojourn at TU.
Let me lastly convey my thanks and appreciation
to all my friends and family members for their
many contributions to my success.
My motto: Determination + Concentration + Hard
work = BSc in Agriculture
Name: Leroy G.Tealeh
Field of Study: Agriculture
Name: Omega T. Allison
Field of Study: Economics
Min. Brown poses with TU’s President, Staff , Faculty as well as
Local Government Officials, UN Staff

11. Cape Palmas, An Alluring Paradise for Tourism
A Ripe Venture for Investment
By: Solo Otto Gaye
hometowns of "Americo-
Liberians", descendants of
freed slaves from the State of
Maryland, United States of
America who settled in Libe-
ria. Harper is also the birth
place of William V.S. Tub-
man, president of Liberia be-
tween 1944 and 1971. There
are many houses built with
"African- American" influence,
old architectural styled church-
es reminiscent of the early
20th century, and historical
statues or monuments to dis-
cover.
Rising incongruously from
lush vegetation on a steep
slope above sea level is a histor-
ical monument which was
erected in 1957 in honor of
the centennial of admission of
the state of Maryland in Afri-
ca, formally a colony of Mary-
land Colonization Society
(USA) and briefly, an inde-
pendent nation, into Liberia as
its fifth county in 1857.
Shaped like an obelisk with an
open pavilion in the center
containing two statues (A
Grebo Chief & a Free Slave)
locked in an embrace, the
monument embodies nine-
teenth century events, from
African repatriation to nation-
building.
By the early 1850s, Harper was
a small, yet thriving, harbor
town. The colonists construct-
ed a tower on the top of Cape
Palmas, and they imported a
lighthouse mechanism from
England, the beams of which
could be seen by sailors 20
miles out at sea. Today this
light house still stands in Har-
per. Getting to Harper is a
thirteen (13) hour drive from
the capital Monrovia. Though
commercial flights have not
been introduced yet, the city
still maintains a small airport
that could be used by private
or chattered aircrafts. Several
boats have already started mov-
ing between Harper and Mon-
rovia. The city maintains a
number of guest houses, mo-
tels and even individual homes
that provide a possible base for
tourism.
Cape Palmas alone can boast
of several lovely beaches and
lakes. The beach at Rock
Town, 3 Kilo-meters from Har-
per is found at the mouth of a
huge, green lagoon where allu-
vial waters rush in and out
daily. Bathers can ride seven
foot-high waves unto shore or
plunge into the warm lagoon
as kids somersault and tumble
in the nearby surf. At Fish
Town, the beach is more pro-
tected from rough surf and
bathers can wade out in clear
waters for over 100 meters. A
venture too can leave one on
the "Dead Island" where cof-
fins of Grebo chiefs, elders
and high priests are piled on
Are you in search for a place
to have a short vacation? Then
an alluring paradise in South-
eastern Liberia awaits you.
Hiking, biking, safari, fishing,
rafting, boating, sun bathing;
beaches lined with coconut
trees could give you peace and
a better access to Harper (Cape
Palmas). These are just few
that mark Harper as a new and
key destination for tourism.
Harper is indeed a new para-
dise where investors in the
tourism industry can invest in
order to display undiscovered
incredible beaches, high plains
savanna, lagoons, rivers, lakes
and islands.
Though active tourism has not
started yet, many people have
already placed the city on their
tourism map for much needed
relaxation and rest. In recent
times, the city has witnessed
an increase in foreign guests
curious to relax on oceanfront
beaches with access to "stress
out reduction" regime of swim-
ming, boating, joking, fishing
and good sea food. “If tourism
catches on, it could bring
more money to those who are
first to invest here”, says a lo-
cal businessman who is inter-
ested in investing his money in
the Harper tourism industry.
Besides its natural beauty, Har-
per is a historical destination,
especially for African-
Americans. It is considered to
be one of the traditional
“Harper is indeed a
new paradise where
investors in the
tourism industry can
invest in order to
display undiscovered
incredible beaches,
high plains savanna,
lagoons, rivers, lakes
and islands.”
Page 11
Solo Otto Gaye
Harper Lighthouse

12. Lake Shepherd is another lovely
place to fish, boat, and swim. The
lake which is approximately 7 kilo-
meter long is divided from the roar-
ing Atlantic Ocean by a green sliver
of land with coconut trees and a
sandy beach. Located on the lake is
a floating market where locals living
at the upper part of Lake Shepherd
bring fresh coconuts, cassava, and
vegetables for sale, a scene that
could be compared to that of the
floating market in Thailand. There
are myriad opportunities to fish in
Cape Palmas, from the Cavalla to
Hoffman Rivers, where a small group of fisher-
men using dug-out wooden boats ply the Atlantic
Ocean.
Lobsters, swordfish, crayfish, dolphins, manatees
and other marine species are abounding in the
under-fished waters of Harper. Arguably, the
most exciting event to witness is certainly the
traditional war dance and funerals with "talking
coffins". Across the Hoffman River in Big-town, a
Harper suburb, traditionally occupied by the
Grebos is most often a scene of traditional "false
burials. It is an annual event to celebrate and
remember the spirits of the dead.
Traditional mask performers carrying cutlasses,
mortal pestles and fanners dance to drums.
"Docler", as it is often called is
performed during the death of a
high priest, elder or when request-
ed.
Dancers are decorated with chalk
and charcoal applied to their tor-
sos and faces. Some wear head
gear with cow horns and cutlasses
in one hand and a cow tail in an-
other. The performers dance in a
circle while a "Clown" entertains
onlookers with jokes and stories.
Page 12
Volume II, Issue 7
A partial view of St. Mark Episcopal Church A view of one of the beautiful beaches in Cape Palmas
A partial view of Cape Palmas The Centennial Monument
Photos: Courtesy of Rev. Rita Townsend

13. Transformation for Worthy Service
William V.S. Tubman University History & Facts
Chartered: 14 September 2009
Vision: TU aspires to be a center of quality and excellence
Mission: Provide quality educational experiences that transform the lives
of individuals for worthy service
 TU has 6 Colleges:
 Agriculture & Food Sciences
 Arts & Sciences
 Education
 Engineering &Technology
 Health Sciences
 Management & Public Administration
We’re on the web!
www.tubmanu.edu.lr
Upcoming Events:
Graduation Convocation
Thursday, June 19,2014
TU Times Newsletter
For inquiries, comments or suggestions, please contact:
Rev. Rita Townsend, VPIA, or Mr. Solo Otto Gaye
Division for Institutional Advancement
William V. S. Tubman University
Email: rtownsend@tubmanu.edu.lr
sgaye@tubmanu.edu.lr
publicrelations@tubmanu.edu.lr
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