The aim of this study was to identify the consequences of colonization in the daily lives of African peoples in sub-Saharan Africa. For this, many actions have been carried out. From the 4,500 men interviewed, 3,010 would choose a light-skinned wife and 1,000 a dark-skinned wife; 490 are not influenced by skin complexion. From the 4,500 women interviewed, 2004 would choose a light-skinned man and 644 a dark-skinned man. 1852 are not influenced by skin complexion. From the 4500 women, 3800 would like to have a fair complexion and 500 a dark complexion; 200 are indifferent. From the 500 children interviewed, 379 liked fair complexion, against 121 for dark complexion. Many people worship the white man. We find the signs of this on a daily basis: The best places are always reserved for the white man on all occasions; the way peoples interprate a successful action or a purchasing power; The efforts made to speak like white men; The rejection of one’s language and one’s tribal name in favor of those imported; The pronounced taste for imported clothing products. Concerning the musical and choreographic preferences, we can classify the young peoples interviewed as follows: 50.2% strictly in favor of imported dances and music styles; 26.2% love both imported and Cameroonian music and dance styles; 23.5% in favor of strictly Cameroonian dances and music styles. In the same vein, we have for hairdressing: 28.33% for grafting; 21.89% for the use of wigs; 15.82% for Afro-style. The choirs which practice the folk style are always lowered in front of those which practice the baroque style. In view of this dark picture, we can notice in detail that there is a segment of the African population south of the Sahara, even if it is a minority, which lives its Africanness with pride. It therefore constitutes the hope for the rebirth of African culture.

The objective of this study is to examine the French-speaking sub-system of general education in Cameroon, with the aim of proposing a Cameroonian academic system now equipped with an orientation pedagogy capable of valuing the different local potentials that can suddenly accelerate the emergence of the country. To carry out this study, numerous investigations were made in the field. The plentiful results obtained have been carefully analyzed. The orientation of learners in Cameroon is not done on the basis of their real potential, but rather on the basis of foreign languages; these are German, Spanish, and Chinese. At different levels, we see an overload of learners with subjects which, instead of reinforcing them in what they would like to do in life, rather demotivate them. Learners finish their respective courses with a full head, without any skills. The informal sector is the only environment where they can earn on a daily basis. The practice of trades in this sector is responsible of many urban disorders observed today in the cities of the country. This urban disorder is almost always the precursor of many accidents, sometimes resulting in the death of men. For young people who did not have the courage to engage themselves in informal sector activities, crime, drug abuse, violence, homosexuality, the search of "sugar mummy and daddy", " gigolo habit ”, illegal immigration, prostitution, to name but a few, are the main routes out. The following path is proposed for the new orientation vision in Cameroon: Observation sub-cycle (first and second year), Orientation sub-cycle (third and fourth year artistic, third and fourth year literary, third and fourth year science), Specialization cycle (fifth year artistic, fifth year literary, fifth year science, sixth and seventh year artistic, sixth and seventh year literary, Sixth year applied sciences, sixth year fundamental sciences, seventh year applied science, seventh year fundamental sciences). The new vision of managing the French-speaking sub-system of general education in Cameroon highlights a new reality; in fact, from the orientation sub-cycle, the teaching units will be preparing the corresponding trades. Cameroon has many assets to succeed in this process.

The management of the Secondary school from the francophone sub-section in Cameroon derives from many previous studies. But, to provide answers for a more efficient school has become inescapable. It was then a question in this work of scrutinizing school life in Cameroon in order to propose an evaluation model centered on an interdisciplinary approach. To do this, the work was carried out on the field and in the laboratory. Many results were collected. So, secondary education in Cameroon has six areas of learning, with subjects assembled into three groups. A distinction is made between the subjects of the different groups. The application to all Pedagogical Departments of the interdisciplinary evaluation seems a little difficult because of the orientation of their specific contents. The Pedagogical Departments that can be brought together are: SVTEEHB, PCT, French, EVA, Mathematics, English, Geography, IT, LVII. The number of evaluations per term is set at two to three, and more rarely four. The system of evaluation highlights the autarky existing between the different Pedagogical Departments. Many subjects are experienced by many learners as a torture. The reframing of the harmonized assessment aims to create complementarity between the tests in Cameroon. The success of such a challenge requires the prior creation of themes to guide the evaluations. It is necessary to reconsider the different programs by Pedagogical Department and by level of study, with the aim of reconstructing them around issues overlapping the different Pedagogical Departments.

The aim of the present study was to highlight the impact of the interdisciplinary evaluation approach on the different actors around the ten schools selected all over the country for the experimentation of the concept. For that purpose, field and laboratory works were carried out. Many results were then collected. For all the 200 heads of Pedagogical Departments interviewed, this approach is the key that opens the way to permanent collaboration between the Pedagogical Departments of the same academic institution. All the 500 students interviewed up have noticed through this approach that all subjects are important despite some nuances noted within the comments of some. The heads of the ten establishments targeted across the country for this work have unanimously expressed positive judgments about this way of proceeding in an evaluation situation. In all ten Regions, seventy out of the hundred target families showed their enthusiasm directly after discovering the new configuration of evaluations in the institutions attended by their children. For the future, after two years, the approach should be applicable to the entire lower secondary cycle.

The paper highlighted the chemical characteristics of broth from cooked maize and compared them with that from cooked beans. Left-over-water from boiled maize were produced by cooking 2kg of a variety of Zea mays L. with 8kg of water. After this stage, samples of those solutions and samples of the water used for the cooking process were collected for laboratory analysis. The IonPac CS12A and IonPac AS12A analytical columns were respectively used for the separation of ammonium (NH4+), calcium (Ca2+), magnesium (Mg2+), sodium (Na+), and potassium (K+) as far as cations were concerned, and chloride (Cl) and sulfate (SO42-) in the case of anions. The measurements of pH and electric conductivity of fluids were respectively done with a pH-meter on the one hand and a conductivimetre on the other hand. Solutions from cooked maize are rich in mineral salts, particularly major macro elements (N and K) and minor macro elements (Ca, S, Mg). Concerning the third major macro element, notably the phosphorous, it is present in low amounts. The advantage of this fluid consists in its low electric conductivity. This fluid has a pH of 6.15. It is made of about 92% of water. Left-over-water from cooked maize and from cooked beans have very close chemical characteristics. In fact, these two fluids are rich in nitrogen and potassium, and mainly made of water. But, in detail, some particularities are present. The end-of cooking solutions of maize have higher amounts of sodium and chlorides, this joined with a higher electric conductivity. Concerning solutions from cooked beans, they have higher amounts of the different macro elements, and a lower electric conductivity. The recycling of end-of cooking solutions of maize must gainfully become for the nutritionists a favorable target for the future, and this due to the numerous nutrients contained. According however to the results obtained in the case of the present studies, the left-over-water from cooked maize can be gainfully use as fertilizers. Using it as manure requires an earthing-up directly after its application in other to avoid the loss of sulfur and nitrogen through gas emanation. Consuming solutions form cooked maize as herbal tea could be an excellent way to recycle the nutrients that have diffused from the seeds during the cooking process.