Relevant bibliographies by topics / Somali students Somali students

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Somali students Somali students'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Somali students Somali students"

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Jama, Abdinasir Hersi, Dawood A. Y. Al-Hidabi, Suhailah Hussien, and Mohamed Ridhuan Abdullah. "Influence of Curriculum and Demographic Factors on Somali Students’ Civic Outcomes." IIUM Journal of Educational Studies 8, no. 1 (October 7, 2020): 53–72. http://dx.doi.org/10.31436/ijes.v8i1.305.

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Somalia is one of the most fiercely divided countries in the world. The people of Somalia face an identity crisis as they have more than one identity (i.e., clan, national, and religious). In addition to this, the development of good Somali citizens is impeded by the absence of a nation to belong to, as there are clan-based states, a lack of clarity as to whether the nation serves the needs of individuals or clans, and an absence of a feeling of obligation towards the nation. These various issues have led to an imperative need to explore how education as a whole and the curriculum, specifically, can build good Somali citizens with a sense of national identity and a participative attitude. Therefore, the current study investigated whether curriculum can be a panacea for the above-mentioned issues. A total of 400 Somali students in their final year of secondary education participated in this study in a cross-sectional survey. The data were analysed using multiple regression analysis. The study found that formal curriculum is a statistically significant contributor to civic development, and is potentially influential in building good citizenship and a national identity in students, hence paving the way for their progressive civic participation in the future. In addition, non-formal curriculum significantly influenced two out of three civic outcomes, i.e., national identity and civic participation. Male and female Somali students differed in their notions of national identity and good citizenship, but demonstrated the same level of or tendency for civic participation. Interestingly, parental education did not exercise any significant influence on any of the civic outcomes. Based on the results, the study recommends that a systematic analysis of the Somali education curriculum be conducted to properly assess the richness and depth of its content in relation to the required standards and coverage of civic education.
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Dilshad, Saadia, and Samina malik. "Cultural Adjustment of Somalian and Chinese Students at IIUI Pakistan: A Comparative Study." Global Regional Review IV, no. IV (December 30, 2019): 44–51. http://dx.doi.org/10.31703/grr.2019(iv-iv).06.

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Studying at a higher education institution can be stressful, particularly for international students, who leave their homes to study in another country. Some students adjust more rapidly than others. This study explored the difference between the cultural adaptation of Chinese and Somalian students at IIUI Pakistan. The key objective of the study was to explore the pace of cultural adaptation of two foreign students from two different regions at IIUI. It was a purposeful qualitative study The population was all the Chinese and Somalian students studying in IIUI BS program in faculty of social sciences. A universal sampling technique was used to select 55 Chinese and 55 Somalian students for the study. The self-developed questionnaire used to collect the data. The analysis showed that there is significant difference between the pace of cultural adaptation of Chinese and Somali students at International Islamic University.
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Albrecht, Nancy, and Bhaskar Upadhyay. "Two Somali Fathers’ Views of Science: What Should My Children Learn in Science?" Education and Urban Society 52, no. 7 (December 29, 2019): 1133–54. http://dx.doi.org/10.1177/0013124519894975.

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This exploratory qualitative study examines the views of two Somali fathers on science, nature, and content of science that Somali students should be taught, and how science intersects with Somali sociocultural practices. The fathers were interviewed for over a year. We analyzed data inductively using a systematic qualitative process. The findings of the study show that the Somali fathers desired their children to learn science that was useful in Somali lives and connected to their sociocultural experiences. Learning evolution science created resistance and challenges to Somali fathers’ views of scientific evolution and future careers in science-related fields. Because of their deep-rooted Islamic faith, the fathers’ views of scientific evolution created internal resistance and challenges for themselves and for their children. In addition, Somali fathers expressed a greater sense of responsibility to resist the labels that science assigns in the “name of disease diagnosis.” A larger implication of this study might call upon urban school teachers to seek out Somali adults and parents as resources to make science teaching and learning socioculturally more relevant and respectful.
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Roy, Laura, and Kevin Roxas. "Whose Deficit Is This Anyhow? Exploring Counter-Stories of Somali Bantu Refugees' Experiences in "Doing School"." Harvard Educational Review 81, no. 3 (September 1, 2011): 521–42. http://dx.doi.org/10.17763/haer.81.3.w441553876k24413.

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In this article, Laura Roy and Kevin Roxas draw from two studies with Somali Bantu refugee families in South Texas and Michigan. Findings from both study sites revealed a disconnect between how educators perceived the Somali Bantu families'educational goals and Somali Bantu families' actual views of education. In contrast to educators' perceptions, Somali Bantu caregivers stressed the high value they placed on education through their storytelling practices in the home that related past struggles, including experiences of violence and poverty. The stories told and advice given by parents and elders showed an embedded value of education within the community and a counter-story to the way in which Somali Bantu families were viewed by the majority of their teachers. The authors conclude that the discourse employed by educators was grounded in a deficit-based paradigm that created missed opportunities for connecting with Somali Bantu parents and marginalized students by blaming them rather than evaluating the lack of education provided to families in how to "do school" in the American context.
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Bokore, Nimo. "Canadian Somali Studies: Resilience and Resistance Conference Report." International Journal of Social Work 5, no. 2 (December 5, 2018): 100. http://dx.doi.org/10.5296/ijsw.v5i2.14001.

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This first ever multidisciplinary, day-long colloquium highlighting the reflections on the resilience and the diversity in the experiences of the first and second-generation Somali-Canadians and beyond was organized in 2017 by Carleton University in Ottawa. This colloquium was designed to create a dialogue between Somali students, academics, and the community and was supported by community partners, the Migration and Diaspora Studies (MDS) Initiative, School of Social Work and School of Indigenous & Canadian Studies at Carleton University. In this paper, I will be presenting notes from this day long colloquium covering topics such as mental health, education, the multiple identities of Somali Canadian youth and the relationship of Somali-Canadians to other communities such as Indigenous nations and other black diasporic communities.
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Tran, Nellie, and Dina Birman. "Acculturation and Assimilation: A Qualitative Inquiry of Teacher Expectations for Somali Bantu Refugee Students." Education and Urban Society 51, no. 5 (December 24, 2017): 712–36. http://dx.doi.org/10.1177/0013124517747033.

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This article explored the range in teacher expectations held for Somali Bantu refugees using content analysis of one-on-one interviews with teachers who taught Somali Bantu students at an elementary school in Chicago. Analyses revealed the emergence of five categories of expectations: (a) general acculturative expectations around language and knowledge (b) behaviors, (c) internal attributes, (d) classroom behaviors, and (e) family/home. These findings raise questions about the potential danger of teacher’s expectations that might suggest assimilation to oppressive racial statuses. Implications for teachers and future research are discussed. Limitations and generalizability are also discussed.
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Gichiru, Wangari. "An Examination of Somali Parents’ Interaction with Public Schools: Complicating Family Diversity in Educational Contexts." Journal of Family Diversity in Education 2, no. 1 (March 29, 2016): 37–51. http://dx.doi.org/10.53956/jfde.2016.77.

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In this article I examine the experiences of recently immigrated Somali refugee families in their interaction with U.S. urban public schools where their children attend school. The experience of Somali refugees in the U.S. complicates the notion of family diversity, which goes beyond race, ethnicity, class and gender to include differences in family structures and processes as well. With increasing diversity in public schools, there is a need for the teaching community to develop dispositions and understandings that are inclusive of various dimensions of family diversity. Immigrant experiences in the U.S. combined with the specific context of Somali refugee immigrants adds a nuanced dimension of diversity, especially in educational contexts where families must interact with schools on a regular basis. This study suggests that teachers must acquire knowledge of diversity among families and their complex, often changing structures and processes so that they can better understand and attend to the needs of Somali students.
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Abikar, Shamsudin. "Addressing english reading comprehension difficulties by Somali origin pupils in England primary schools: Using parents as resources." International Journal of Education and Learning 3, no. 1 (April 27, 2021): 56–64. http://dx.doi.org/10.31763/ijele.v3i1.162.

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The question of whether classroom reading activities in primary schools in England can be solely relied on to be sufficient for English as additional language (EAL) pupils to comprehend English text was the focus of the paper. Two case studies where Somali origin EAL pupils involved in learning English reading comprehension were utilized as a springboard to develop my argument that parents are an intrinsic part of developing pupils’ English comprehension as they may constitute financially less expensive and rich resources in terms of cultural experiences. Furthermore, England’s education policy regarding EAL pupils, reading for comprehension, and factors that influence it: vocabulary knowledge, teacher -students ratio in England school and parental involvement in schools were explored to provide an answer for the question of whether only reading for comprehension activities in the classroom is enough to promote the understanding of EAL Somali origin. It was argued that only those activities are not sufficient, and there is a need for the use of parents as resources to enrich the text input, which potentially increases the comprehension skills of Somali origin EAL pupils.
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Roxas, Kevin. "Tales From the Front Line: Teachers’ Responses to Somali Bantu Refugee Students." Urban Education 46, no. 3 (August 31, 2010): 513–48. http://dx.doi.org/10.1177/0042085910377856.

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Idehen, Esther E., Anni Virtanen, Eero Lilja, Tomi-Pekka Tuomainen, Tellervo Korhonen, and Päivikki Koponen. "Cervical Cancer Screening Participation among Women of Russian, Somali, and Kurdish Origin Compared with the General Finnish Population: A Register-Based Study." International Journal of Environmental Research and Public Health 17, no. 21 (October 28, 2020): 7899. http://dx.doi.org/10.3390/ijerph17217899.

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Migrant-origin women are less prone to cervical screening uptake compared with host populations. This study examined cervical cancer screening participation and factors associated with it in the Finnish mass screening program during 2008–2012 in women of Russian, Somali and Kurdish origin compared with the general Finnish population (Finns) in Finland. The study population consists of samples from the Finnish Migrant Health and Well-being Study 2010–2012 and Health 2011 Survey; aged 30–64 (n = 2579). Data from the Finnish screening register linked with other population-based registry data were utilized. For statistical analysis we employed logistic regression. Age-adjusted screening participation rates were Russians 63% (95% CI: 59.9–66.6), Somalis 19% (16.4–21.6), Kurds 69% (66.6–71.1), and Finns 67% (63.3–69.8). In the multiple-adjusted model with Finns as the reference; odds ratios for screening were among Russians 0.92 (0.74–1.16), Somalis 0.16 (0.11–0.22), and Kurds 1.37 (1.02–1.83). Among all women, the substantial factor for increased screening likelihood was hospital care related to pregnancy/birth 1.73 (1.27–2.35), gynecological 2.47 (1.65–3.68), or other reasons 1.53 (1.12–2.08). Screening participation was lower among students and retirees. In conclusion, screening among the migrant-origin women varies, being significantly lowest among Somalis compared with Finns. Efforts using culturally tailored/population-specific approaches may be beneficial in increasing screening participation among women of migrant-origin.
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Dissertations / Theses on the topic "Somali students Somali students"

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Bashir-Ali, Khadar. "The invisible minority the academic, linguistic, social, and cultural integration of refugee students in the public schools in Italy and the U.S.: a comparative study /." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086249790.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xiv, 356 p.; also includes graphics. Includes abstract and vita. Advisor: Charles R. Hancock, College of Education. Includes bibliographical references (p. 238-295).
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Abokor, Abdillahi H. "Somali Students' Experiences in a Major University: A Qualitative Case Study." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1470859703.

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Ighodaro, Macdonald. "Experience of Somali students in Metro-Toronto school system." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ27354.pdf.

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Roxas, Kevin C. "Who really wants "The tired, the poor, and the huddled masses" anyway? a study of the socio-cultural factors that influence and constrain the academic success of Somali Bantu male high school students /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. Dept. of Curriculum, Teaching and Educational Policy, 2008.
Title from PDF t.p. (viewed on July 6, 2009) Includes bibliographical references (p. 173-181). Also issued in print.
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Ruffin, Tiece M. "Limited English proficiency, immigrants, refugees, and disability : a Somali perspective /." View abstract, 2004. http://wwwlib.umi.com/dissertations/fullcit/3191717.

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Baker, Diana. "Many Voices at the Table: Collaboration between Families and Teachers of Somali Students with Autism." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3801.

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Thesis advisor: David Scanlon
Family member-educator collaboration is envisioned as the "cornerstone" of the educational decision-making process for students with disabilities (e.g., Harry, 2008; Olivos, Friend and Cook, 2007, Gallagher and Aguilar, 2010). In the case of immigrant and refugee families, however, the ideal of coequal collaboration is often elusive for a variety of reasons (e.g., language barriers, disparate ideas about what familial involvement should be in educational decisions) (e.g., Lo, 2012). This qualitative multiple case study design (Yin, 2009) relied on interviews with family members and educators as well as observations of IEP meetings to examine the educational decision-making process in the context of Somali-American families of boys with autism. Findings from the present study echo many conclusions of previous research in terms of factors that facilitate (e.g., thoughtfully designed IEP meetings, frequent family-educator communication) and impede (e.g., divergent beliefs about the cause and course of autism, language barriers) family-educator collaboration in special education decision-making. The results, meanwhile, extended and challenged other aspects of existing literature. Analysis revealed, for example, the each school has a unique institutional culture whose norms (e.g., norms of parent participation in school activities, from dances and races to PTA meetings and in-class volunteering) can profoundly influence the ways in which family members and educators interact and engage in educational decision-making. In addition, while existing literature emphasizes the importance of cultural sensitivity among special educators (e.g., Harry, 1992; Lo, 2013), the present study suggests that in some cases, over-emphasis on cultural sensitivity can cause educators to be overly deferential and reluctant to actively engage with family members, in turn, leading to diminished or inauthentic communication
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Hardt, Hillary Anne. "Values in the Negotiation of Educational Barriers: Somali College Students' Achievement as Investments in Community Success." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1394723242.

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Edlund, Rebekka. "Engelska för nyanlända somalisk- och arabisktalande elever : Hur upplever somalisk- och arabisktalande flyktingelever inlärningen av engelska på en högstadieskola i Sverige? En kvalitativ studie med fokus på underkända elever." Thesis, Högskolan Dalarna, Institutionen för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-37754.

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Swedish schools start teaching English in second grade. Also, many children in Sweden practicea lot of English in their spare time, for example by watching films, or by playing computergames. During the last few years, Sweden has accepted many refugees from countries whereEnglish doesn’t play such a dominant role. By talking to refugee high-school students and theirparents, and asking them about their attitudes towards English as a language and as a subjecttaught in school, this study aims to make it easier for English teachers in Sweden to understandthe perspective of foreign-born students. The study is based on interviews and surveys withSomali- and Arabic-speaking students and parents, conducted in collaboration with Somali- andArabic-speaking translators. This group of students has a completely different starting point thanSwedish students, since they start learning English as a foreign language at the same time as theystart learning Swedish, and have a home language that is from a different language group. Themethod of research used has been focus group interviews with students, individual, structuredinterviews with parents, as well as surveys with students. Results show that students and parentswho participated think it’s important to learn English, that they don’t think it’s a particularlydifficult language, but that they need more time to practice, in school, and in their spare time.

Engelska

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Bashir-Ali, Khadar. "The invisible minority: the academic, linguistic, social, and cultural integration of refugee students in the public schools in Italy and the U.S.: a comparative study." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1086249790.

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Abdulkadir, Idil. "Somali Stories in Ivory Towers: Narratives of Becoming a University Student." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41507.

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This study employed narrative methods to explore how two Somali-Canadian women formed and understood their identities as first-generation university students. In conceptualizing identity, the study draws on sociological literature that frames identities as a collection of social roles that are performed. Within this framework, university student is a cultural object related to specific kinds of capital. The data are presented in narrative form, based in life history and life story approaches. Within their narratives, participants recounted the ways in which their attempts at developing a university student identity were complicated by their identities as Black, Muslim, economically marginalized individuals from refugee backgrounds. The tension at the heart of each participants’ narrative was not how to perform the university student role, but the cost of that performance on other parts of their identity. These findings reveal the narrow definition university student within the Canadian imagination and its consequence for the lives of marginalized communities.
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Books on the topic "Somali students Somali students"

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Don, McMahan, ed. Accommodating and educating Somali students in Minnesota schools: A handbook for teachers and administrators. Saint Paul, Minn: Hamline University Press, 2004.

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Langer, Jennifer. ESOL refugee pack: Bilingual materials,Somali/English. London: HAAN Associates, 1992.

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Rogers, Maureen. Bi-lingual Somali/English training aid/colouring book for NNEB students and child minders. Liverpool: EOI (Educational Opportunities Initiative in Liverpool 8), 1993.

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Citizens of nowhere: From refugee camp to Canadian campus. Toronto: Doubleday Canada, 2010.

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Ulrich, Paul C. Participant training: Increasing the rate of return : a report to the USAID Mission in Somalia. [Mogadishu]: The Mission, 1988.

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McDonell, Nick. An expensive education. London: Atlantic, 2009.

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McDonell, Nick. An expensive education. London: Atlantic, 2010.

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Educating Somali Children in Britain. Trentham Books, 1997.

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Langer, Jennifer. ESOL Refugee Pack: Bilingual Materials, Somali/English. HAAN Publishing, 1992.

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Langer, Jennifer. ESOL Refugee Pack: Bilingual Materials, Somali/English. HAAN Publishing, 1992.

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Book chapters on the topic "Somali students Somali students"

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Crandall, Bryan Ripley. "2. ‘History Should Come First’: Perspectives of Somali-born, Refugee-background Male Youth on Writing in and out of School." In Educating Refugee-background Students, edited by Shawna Shapiro and Raichle Farrelly, 33–48. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781783099986-007.

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Elkord, Nesreen. "Between Canada and Somalia." In Cross-Cultural Schooling Experiences of Arab Newcomer Students, 29–46. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14420-3_3.

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Allinson, Jodie. "Somatic and Spatial Approaches to Essay Writing for Drama Students with Dyslexia." In Inclusivity and Equality in Performance Training, 140–56. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003125808-8.

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Burkhard, Tanja. "“They Prefer You to Have a Conversation Like a Real American”: Contextualizing the Experiences of One Somali (Former) Refugee Student in Adult ESL." In Educational Linguistics, 179–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79470-5_10.

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Amos, Yukari Takimoto. "Somali High School English Language Learners in Difference Blindness." In Immigration and Refugee Policy, 238–58. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8909-9.ch014.

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This study investigated how five Somali high school immigrant students who were English language learners at a predominantly white high school perceived the mainstream teachers' teaching. The findings reveal that the participants were not accommodated, not given support, and rejected by the mainstream teachers who lacked appropriate training in second language acquisition theories and ESL pedagogy and who endorsed difference blindness. The teachers also ignored and sanctioned any differences the participants brought to school. The teachers' practices ironically resulted in emphasizing differences instead of minimizing, and ultimately caused the participants to feel stigmatized, racialized, and marginalized.
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Amos, Yukari Takimoto. "Somali High School English Language Learners in Difference Blindness." In Intercultural Responsiveness in the Second Language Learning Classroom, 106–26. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2069-6.ch007.

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This study investigated how five Somali high school immigrant students who were English language learners at a predominantly white high school perceived the mainstream teachers' teaching. The findings reveal that the participants were not accommodated, not given support, and rejected by the mainstream teachers who lacked appropriate training in second language acquisition theories and ESL pedagogy and who endorsed difference blindness. The teachers also ignored and sanctioned any differences the participants brought to school. The teachers' practices ironically resulted in emphasizing differences instead of minimizing, and ultimately caused the participants to feel stigmatized, racialized, and marginalized.
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Atkinson, Martin E. "The autonomic nervous system." In Anatomy for Dental Students. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199234462.003.0025.

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A large part of the nervous system is dedicated to the control of the internal viscera and their functions. Much of the activity of these organs is controlled reflexly at the brainstem level, e.g. the cardiovascular and respiratory centres (the vital centres) in the reticular formation of the medulla controlling cardiac and respiratory activity. There are also centres in the cerebrum, notably the hypothalamus in the diencephalon. Somatic and visceral functions are closely integrated at these higher levels; think of the effect that emotional factors or somatic stimulation can have on heart rate, blood pressure, and gastrointestinal activity when we are nervous or are in pain. The nerves involved in these activities are described as visceral sensory or visceral motor nerves because they control visceral function; this distinguishes them from somatic sensory nerves from peripheral receptors and somatic motor nerves controlling voluntary function. Visceral motor neurons innervate smooth muscle and secretory cells of the gastrointestinal and respiratory systems, the smooth and cardiac muscle of the cardiovascular system, the sweat glands and arrector pili muscles of the skin, and the muscles of the ciliary body and iris of the eyeball. In many cases, there is a dual supply from the sympathetic and parasympathetic divisions of the autonomic nervous system. In both divisions of the autonomic nervous system, there is a sequence of two neurons between the CNS and the effector organ which synapse in peripheral autonomic ganglia. The neurons from the CNS to the synapse in the ganglion are the preganglionic neurons and those from the ganglia to the effector organs are the postganglionic neurons. The enteric plexus is a third set of neurons interposed between the post-ganglionic neurons and the effector cells in the gastrointestinal tract. Figure 17.1 compares the general arrangement of the sympathetic and parasympathetic nervous system. The cell bodies of sympathetic visceral preganglionic motor neurons are located in the intermediolateral horns of the thoracic and upper lumbar segments of the spinal cord while those of the parasympathetic visceral preganglionic (secretomotor) neurons are in the nuclei of four of the cranial nerves and the sacral segments of the spinal cord.
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Lewis, Dandrielle, and Aram deKoven. "The Somali Immersion Experience: An Intercultural Immersion." In Integrating Curricular and Co-Curricular Endeavors to Enhance Student Outcomes, 197–222. Emerald Group Publishing Limited, 2016. http://dx.doi.org/10.1108/978-1-78635-064-020161009.

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Nguyen-Feng, Viann N., Tim Carroll, and Lindsey King. "Students Affected by Interpersonal Violence." In Supporting and Educating Traumatized Students, edited by Eric Rossen, 277–94. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190052737.003.0015.

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Interpersonal violence refers broadly to any actions between persons (i.e., interpersonal) that are hurtful or harmful (i.e., violence). Various forms of interpersonal violence (e.g., physical, emotional, sexual abuse; dating violence; bullying) are common among school-aged youth, and students may be both perpetrators and victims of interpersonal violence. The effects of interpersonal violence can impact various domains of functioning throughout one’s life, physically (e.g., increased risk of somatic symptoms) and emotionally (e.g., increased risk of depression, delinquent behavior). Cultural considerations of these effects warrant exploration. Further, schools represent a critical setting to monitor and address the impacts of interpersonal violence. The authors present both systems-level (e.g., Developmental Designs, Restorative Practices, Positive Behavioral Interventions and Supports) and student-level approaches to support students. They also provide a list of external resources and discussion questions.
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Fedukovich, Casie J. "Chapter 10. Free to Dance: A Somatic Approach to Teaching Writing." In Writing Pathways to Student Success, 83–94. The WAC Clearinghouse; University Press of Colorado, 2017. http://dx.doi.org/10.37514/pra-b.2017.7707.2.10.

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Conference papers on the topic "Somali students Somali students"

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Abdi, Abdiaziz Hussein, and Hasan Zorlu. "Rural Electrification with Solar Powered Mini-Grids and Stand-Alone Solar System Installations: Case of Somali." In International Students Science Congress. Izmir International Guest Student Association, 2021. http://dx.doi.org/10.52460/issc.2021.026.

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Access to electricity still remains a distant dream in many parts of sub-Saharan Africa. In the energy sector, Somalia is one of the most underdeveloped in the region. Especially in rural areas, the rate of electrification is the lowest with the high cost of power, for electricity generation, Somalia depends on imported petroleum products, and cooking relies on biomass resources, and only a small fraction of the population has safe, reliable, and affordable energy services. Generally, the population in rural areas is composed of a high percentage of poor households and low population density. For this reason, there are not attractive economic benefits for electricity supply utilities or private investors to offer electricity services to these villages. So, this work presented technical and economic challenges for introducing solar-powered mini-grid and stand-alone solar system installations in Somalia's rural areas. Solar-powered mini-grid and stand-alone solar system have been considered for supplying an electrical load in a rural area.to design an off-grid system a well-known freeware HOMER modeling tool has been used. To supply electricity directly to the load solar energy is considered as the primary source and when excess generation happens a battery bank is considered for electrical storage. During the design of this power system the community's load has been suggested for lighting, fan, school, and health clinic equipment load, television, radio, and the simulation and optimization of the system were done based on the electrical load, sources of climatic data, the economics of the power components and other parameters. Finally, a solar-powered mini-grid is developed for a collection of communities and a standalone solar system for clustered buildings is also developed. For further research, the limitations, availability, and areas have also been identified.
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Ramli, Nur Raihan, Sazalinsyah Razali, and Mashanum Osman. "A conceptual model for multi-robot cooperation inspired by immune network theory and somatic hypermutation." In 2015 IEEE Student Conference on Research and Development (SCOReD). IEEE, 2015. http://dx.doi.org/10.1109/scored.2015.7449386.

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Stănescu, Monica. "Secular Trend of Students' Somatic Development from Different Romanian Geographical Regions." In ICPESK 2017 - 7th International Congress on Physical Education, Sport and Kinetotherapy. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.03.1.

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Морякина, Светлана Васильевна, Диана Сулимовна Джабраилова, and Асет Султановна Минкаилова. "LEVEL OF SOMATIC HEALTH IN JUNIOR AND HIGH SCHOOL STUDENTS LIVING IN URBAN AND RURAL AREAS." In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Август 2020). Crossref, 2020. http://dx.doi.org/10.37539/srp292.2020.28.10.012.

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Статья посвящена выявлению закономерностей развития организма школьников, проживающих в городской и сельской местности. Было установлено, что уровень соматического здоровья изученного контингента школьников с учетом степени развития основных антропометрических признаков в значительной степени определяется резервными возможностями всех систем органов и достоверно отличается у школьников города и села. The article is devoted to identifying the patterns of development of the body of schoolchildren living in urban and rural areas. It was found that the level of somatic health of the studied contingent of schoolchildren, taking into account the degree of development of the main anthropometric features, is largely determined by the reserve capabilities of all organ systems and reliably differs among schoolchildren in the city and village.
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Piven, Oleksandr, and Mykola Gorbenko. "ASSESSMENT OF SOMATIC HEALTH, PHYSICAL AND MENTAL WORKABILITY OF 10-11 YEARS OLD STUDENTS." In Modern Global Trends in the Development of Innovative Scientific Researches. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-588-39-6-21.

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Blinkov, S. N., S. V. Syreskina, S. P. Levushkin, V. P. Kosikhin, and А. F. Bashmak. "Somatic Health and Physical Fitness of 18-20 Year-Old Female Students from Different Fitness Groups." In Proceedings of the International Conference on Health and Well-Being in Modern Society (ICHW 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ichw-19.2019.6.

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Salama, Safira Zidna, and Lina Fauzi'ah. "The implementation of somatic, auditory, visual, intellectual (SAVI) approach with multiple representation to students creativity on acid and bases titration." In 3RD INTERNATIONAL CONFERENCE ON CHEMISTRY, CHEMICAL PROCESS AND ENGINEERING (IC3PE). AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0062360.

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Hartati, Dr, and Nugraheti Sismulyasih. "Development of SAVI (Somatic Auditory Visual and Intellectual) Learning Model with Audiovisual to Increase Writing Skill of Elementary Student." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.176.

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Albert, Mario, Sri Tiatri, and Debora Basaria. "Relationship Between Perceived Stress and Physical Symptoms with Somatic Symptoms Disorder as a Moderating Variable: Study on Medical Student." In Tarumanagara International Conference on the Applications of Social Sciences and Humanities (TICASH 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200515.075.

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Victorina, Aulia, and Ramadhan Sumarmin. "The Effect Of Somatic, Auditory, Visual, Intelectual and Learning Style Towards Students Knowledge Competency in Junior High School (SMPN 1) Koto Baru Dharmasraya District." In International Conference on Biology, Sciences and Education (ICoBioSE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/absr.k.200807.035.

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