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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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Areba, Eunice M., Laura Duckett, Cheryl Robertson, and Kay Savik. "Religious Coping, Symptoms of Depression and Anxiety, and Well-Being Among Somali College Students." Journal of Religion and Health 57, no. 1 (February 14, 2017): 94–109. http://dx.doi.org/10.1007/s10943-017-0359-3.
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Moosa, Fathima, Gary Moonsamy, and P. Fridjhon. "Identification Patterns among Black Students at a Predominantly White University." South African Journal of Psychology 27, no. 4 (December 1997): 256–60. http://dx.doi.org/10.1177/008124639702700409.
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The ‘dialectical theory of reactive identification and cultural in-betweenity’ proposed by the Somali psychologist Bulhan, outlines three main identification patterns among the black intelligentsia: ‘capitulation’ to the dominant culture and ideology, ‘revitalisation’ of traditional culture, and ‘radicalisation’ of both so as to arrive at a new and higher synthesis. Three scales (developed by Bulhan, 1980) corresponding to each identification pattern was administered to a group of 66 black students at the University of the Witwatersrand. Rotter's Locus of Control Scale was also administered so as to determine the relationship between the different identification patterns and locus of control. Specific hypotheses were tested, with some being confirmed and some being refuted by means of various psychological instruments. The ‘dialectical theory of reactive identification/cultural in-betweenity’ and the empirical findings are discussed in terms of their applicability to South Africa.
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Kruizenga, Teresa M. "Teaching Blindfolded: One Teacher’s Struggle to Meet the Needs of Her Somali Students in the Era of High Stakes Testing and Scripted Curriculum." International Journal of Education 8, no. 4 (November 13, 2016): 47. http://dx.doi.org/10.5296/ije.v8i4.9886.
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<p>The following case study looks at one teacher’s struggle to meet the needs of her Somali<br />students’ in the era of high stakes testing and scripted curriculum. It documents the pressure<br />on teachers and students to improve the average school state mandated test scores and to<br />ignore the intellectual and vocational resources of the families in the community (Gonzalez et<br />al., 1995). Consequently, more and more schools are adopting a prescribed curriculum with<br />scripted lessons to replace inquiry lessons. This study discusses how this curriculum adoption<br />often forces teacher to ignore students’ needs and cultural background and teach to the test.</p>
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Hadjiyanni, Tasoulla. "Integrating Social Science Research into Studio Teaching: Housing New Immigrants." Open House International 31, no. 3 (September 1, 2006): 60–66. http://dx.doi.org/10.1108/ohi-03-2006-b0008.
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Armed with an understanding of cultural differences in housing needs, designers can develop residential prototypes that accommodate diverse values and ways of living. Culturally sensitive designs ease the adjustment process of new immigrant groups and contribute to the well-being of communities and the country as a whole. Responding to multiculturalism, design education must prepare graduates for cross-cultural practice by engaging them in the consideration of cultural differences. The paper presents the example of two upper level undergraduate studios, taught in Spring 2002 and Fall 2003 in the Department of Architecture at the University of Minnesota, that exposed students to the design process through the exploration of cultural differences in housing design. Undertaken by an instructor trained in both architecture and social science, these studios integrated social science research into the teaching of design. The projects explored culturally sensitive housing for Hmong and Somali refugees, two of the Minneapolis/Saint Paul area's largest new immigrant groups. Students used verbal narratives collected through focused interviews with members of the Hmong and Somali communities living in the Twin Cities metropolitan area to define both the programmatic and conceptual stages of their designs. The paper elaborates on the theoretical framework that guided students' inquiries; states the methodology and process used to accomplish the research within the constraints of a semester; and outlines the challenges and opportunities afforded through this teaching technique. By focusing on the research phase of these studios, the paper hopes to inspire further development of pedagogies that cater to the changing demographics and respond to cultural differences.
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HajizadehRivandi, Massoumeh, Sulia Masturina Che Razali, Nurhayati Husin, Razifa Mohd Razlan, Nur Hafizah Rabi’ah Husin, and Nurul Amilin Razawi. "The Correct Use of Passive Voice in Report Writing by Somali SPACE Students in UTM." Procedia - Social and Behavioral Sciences 56 (October 2012): 284–91. http://dx.doi.org/10.1016/j.sbspro.2012.09.656.
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Oikonomidoy, Eleni. "The multilayered character of newcomers’ academic identities: Somali female high‐school students in a US school." Globalisation, Societies and Education 7, no. 1 (February 9, 2009): 23–39. http://dx.doi.org/10.1080/14767720802677358.
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Walick, Christopher M., and Amanda L. Sullivan. "Educating Somali Immigrant and Refugee Students: A Review of Cultural-Historical Issues and Related Psychoeducational Supports." Journal of Applied School Psychology 31, no. 4 (October 2, 2015): 347–68. http://dx.doi.org/10.1080/15377903.2015.1056921.
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Oikonomidoy, Eleni. "‘I see myself as a different person who [has] acquired a lot …’: Somali female students’ journeys to belonging1." Intercultural Education 18, no. 1 (March 2007): 15–27. http://dx.doi.org/10.1080/14675980601143611.
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Birman, By Dina, and Nellie Tran. "When worlds collide: Academic adjustment of Somali Bantu students with limited formal education in a U.S. elementary school." International Journal of Intercultural Relations 60 (September 2017): 132–44. http://dx.doi.org/10.1016/j.ijintrel.2017.06.008.
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Mezei, Regina. "Somali Language and Literacy." Language Problems and Language Planning 13, no. 3 (January 1, 1989): 211–23. http://dx.doi.org/10.1075/lplp.13.3.01mez.
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RESUMO La Somalia lingvo kaj alfabetigo La 21-an de oktobro 1972, la dekdujara registaro de Somalio finis jam longan debaton kaj decidiĝis pri latina alfabeto por reprezenti la sonojn de la Somalia lingvo. Antaŭe, la somalian oni pludonis de generacio al generacio per buŝa tradicio sen skriba formo, dum la urbanigita, klera elito skribis angle, itale aŭ arabe. Plejparte la lando restis analfabeta je nivelo de 90% ĝis 95%. Post starigo de la oficiala ortografio, signifaj sanĝoj okazis en la lernejoj, kaj oni lancis nacian alfabetigan kampanjon, kiu atingis ankaŭ la somaliajn nomadojn. Mezlernejanoj fariĝis instruistoj en la servo de la stato, la amasmedioj prezentis specialajn programojn kaj lecionojn, anoj de la registaro kaj la armeo estis devigataj lerni la lingvon, kaj plenkreskula edukado trovis lokon en la eduka sistemo. Takso de la Somalia kleriga kampanjo prezentas varian bildon. Kvankam la registaro en Mogadiŝu pretendis 60-procentan alfabetecon post la kampanjo de la mezaj 70-aj jaroj, tiu cifero estas pridubinda, kaj pli aktualaj studoj sugestas, ke la nuna alfabeteco povus esti ne pli ol 30 % . Tamen, tiu cifero altas en Afriko, kaj konsistigas signifan atingon en nomada socio plagumita laŭvice de sekeco, malrico kaj militaj konfliktoj. Nedisputata estas la sukcesa konverto de la lernejoj, de la elementa nivelo gis la Nacia Universitato, al la Somalia lingvo kiel instrumedio, cio ci kun signifa kresko de la nombro de lernejanoj. En la skribo de la lingvo, somaliaj ortografoj liveris la rimedojn, per kiuj lingvo bazita je paŝta vortaro povus esti vastigita por plenumi la lingvajn bezonojn de moderniĝanta socio. Tion ili faris ĉefe per ekspluato de la apartaj strukturo kaj dinamismo de la somalia. Krome, la Somalia "literaturo," precipe la poezio, estis nun transdonebla en skriba formo, tiel garantiante pliajn generaciojn de pluvivo. Certe, la Somalia sperto estas unika. Tamen, ĝi proponas valorajn enrigardojn en ling-voinstruadon kaj alfabetigon en ĉiuj kulturoj, emfazante la gravecon de forta registara engaĝiĝo, uzo de la amasmedio, starigo de alfabetiga korpuso, utiligo de arta esprimiĝo, kaj rekono de ortografio kiel ŝlosila elemento en lernado. SOMMARIO Lingua ed alfabetismo somalesi Il 21 Ottobre del 1972, il giovane governo somalese, al potere da solo 12 anni, ha risolto un dibatito interminabile; cioè, il governo decise di adoperare grafemi latini per rap-presentare fonemi somalesi. Generazioni anterior tramandavano la loro lingua oralmente, mentre l'elite della nazione si serviva dell'inglese, dell'italiano o dell'arabo per le loro co-municazioni scritte. Per il resto del paese il tasso dell'analfabetismo toccava dal 90 al 95 per cento della popolazione. Stabilità l'ortografia ufficiale, cambiamenti di maggior peso si sono introdotti nelle scuole ed una lotta contro l'analfabetismo si e lanciata, arrolgendo tutti i ceti sociali, anche quello nomade. Studenti di liceo diventarono insegnanti, i mass media presentarono pro-grammi e lezioni particolari, impiegati statali e dipendenti militari furono costretti ad im-parare la lingua e scuole per adulti si formarono in tutto il paese. Una valutazione di questi sforzi svolti dalle autorità somalesi nella loro lotta contro l'analfabetismo ci rende risultati ambigui. Benchè il governo centrale abbia rivendicato che l'alfabetismo sia salito a circa 60 per cento dopo la suddetta campagna alla meta degli anni settanta, le cifre sono state contestate da critici competenti e ricerche recenti suggeriscono che l'attuale tasso di alfabetismo sfiori il 30 per cento. Nonostante ciò, il tasso e segnalatamente elevato quando lo si paragona con altri paesi africani. In somma, l'ultima cifra mostra chiaramente un notevole successo, particolarmente se si rende conto che quella società nomade era nel contempo afflitta da povertà perenne, lotte intestine continue, e da una seccita durante decenni. In oltre, nessuno, nemmeno i più accaniti critici, può mettere in dubbio ne'lla riuscita inserzione della lingua nazionale a tutti i livelli dell'insegnamento, dalle scuole elementari fino all'università, né l'aumento cospicuo delle matricolazioni. Nello scrivere della loro lingua, gli ortografi somalesi hanno saputo sfruttare gli elementi strutturali e dinamici della lingua nazionale, fornendo mezzi con cui trasformare una lingua fondamentalmente nomade e pastorale. Per runderla più risponsiva ai bisogni di una società in via di trasformazione. Altro fatto notevole è che la letteratura di questo popolo, particolarmente la sua poesia, fin allera tramandata oralmente, oggi e documen-tata, così assicurandosi la sopravvivenza fra generazioni futuri. L'esperienza somalese ci può sembrare un caso unico, ma, infatti, ci presenta con alcuni informazioni pregeroli sull'insegnamento e la diffusione di una lingua. Mette in rilievo l'importanza dell'impegnamento decisivo di un governo, lo sfruttamento utile e sagace dei mass media e quello d'un corpo d'insegnanti, l'uso didattico dell'espressività artistica, e in fine, Fimpostazione di uno standard ortografico—tutti funzioni essenziali per Finsegnamento e Fapprendimento in qualunque centesto culturale.
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Gurnah, Ahmed. "Earl Marshal School: towards an inclusive education." Race & Class 51, no. 2 (September 24, 2009): 92–103. http://dx.doi.org/10.1177/0306396809345579.
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For five years in the early 1990s, as the Conservative government attempted to drive through the new educational policies heralded by its Education Reform Act of 1988, a comprehensive school in Sheffield was the site of a bold experiment in progressive education. Located in a working-class, inner-city area, Earl Marshal School was ethnically highly diverse, with students from Pakistani, Somali, Yemeni and Caribbean families; white students made up less than 20 per cent of the student roll. With Chris Searle as headteacher from 1990 to 1995, these students, aged 11 to 16, were exposed to a very different kind of schooling from that envisaged by the government — with its newly introduced national curriculum, competitive league tables between schools and authoritarian system of inspections carried out through the Office for Standards in Education (OFSTED). Instead, Searle refused to exclude students for misbehaviour; did not sheepishly follow the national curriculum; was not over-impressed by OFSTED; sought student democracy; and involved the local community in the affairs of the school. Inevitably, he drew fire from OFSTED, from other headteachers, from the local education authority (LEA) and even from David Blunkett, the Sheffield MP who from 1994 was Labour’s shadow secretary of state for education. In the end, they were able to unseat him, depriving Sheffield of the benefits of his ideas. The headteacher who opposed the permanent exclusion of students was himself, as he puts it, ‘permanently excluded’ from the job that he loved and lived for.
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Allen, Michele L., Maira Rosas-Lee, Luis Ortega, Mikow Hang, Shannon Pergament, and Rebekah Pratt. "They Just Respect You for Who You Are: Contributors to Educator Positive Youth Development Promotion for Somali, Latino, and Hmong Students." Journal of Primary Prevention 37, no. 1 (January 6, 2016): 71–86. http://dx.doi.org/10.1007/s10935-015-0415-2.
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Deplano, Valeria. "Within and outside the nation: former colonial subjects in post-war Italy." Modern Italy 23, no. 4 (August 16, 2018): 395–410. http://dx.doi.org/10.1017/mit.2018.27.
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After Mussolini’s regime collapsed, Italy rebuilt itself as a nation and a democracy. The Republican Constitution approved in 1948 rejected the ideologies of both racism and racial discrimination, which had been strengthened and made harsher by Fascism since the mid-1930s. Yet, despite this, racism and racialisation continued in the post-Fascist years. The article analyses how the presence of former colonial subjects in Italy between the 1940s and 1960s was perceived, represented and managed, and demonstrates that the hegemonic discourse of the post-war period still considered Italy to be a white and ethnically homogeneous nation. It considers the stories of people from Libya and Eritrea who applied for Italian citizenship and the life in Italy of some Somali students in the 1960s. From different perspectives, these case studies show how in republican Italy inclusion and exclusion, as well as concepts of identity and otherness, were the consequence of processes of racialisation and ideas inherited from the previous period.
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Jibril, Abdireshid Dahir, Ahmed Mohammed, Abdiwahab Hashi, Muktar Omer, Mekonin Meskelu Shegere, Nisha Mary Joseph, and S. Palani. "Knowledge, Attitude, Practice and Associated Factors of Adult Population towards Blood Donation in Jigjiga Town, Somali Region, Ethiopia." Journal of Drug Delivery and Therapeutics 10, no. 6 (December 15, 2020): 149–65. http://dx.doi.org/10.22270/jddt.v10i6.4456.
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Background: Secure supply of safe blood components, based on voluntary, non-remunerated blood donation, is an important national goal to prevent blood shortages. Nowadays, in many low- and middle-income countries, blood supply is critically inadequate. Sub-Saharan Africa, which has the highest maternal mortality rate in the world of 510 deaths per 100000 live births, also has the lowest blood donation rates. The donated blood plays a big role during surgery, accident, delivery cases and in many bleeding cases.
The aim of this work is to assess knowledge, attitude, and practice and associated factors of adult population towards blood donation in Jigjiga town, Eastern Ethiopia, 2019. A total of20 kebeles, six was selected by simple random sampling. The sample size was calculated by using EPI info version 7.2by considering power of 80%, confidence level of 95%, by taking the comprehensive knowledge of the study Participants towards voluntary blood donation of 43.5% from study conducted in Harartown, giving totalsample size of416.
Result: About 249(61.2%), 318 (78.1%), and 77 (18.9%) study participants had adequate knowledge, good attitude and experience of blood donation. Those who were in college and higher education were 2.034 higher odds of knowledge towards blood donation relative to those in secondary and primary education. Study participants who were government employees and daily workers were 2.259(1.103, 4.629) times more knowledgable to housewife, students. Study particpants age range between 18-30 have less knowledge towards blood donation 0.408 times. Participants who attended college and higher education were more likely to have good attitude towards blood donation. Those respondents who are college and higher education and secondary were 2.450 times more likely, 2.359to have good attitude towards blood donation compared to primary school 2.161 respectively. Participant’s sex, education, and occupational status were found to be significantly associated with practice of blood donation. Being NGO worker is more likely to donate blood 8.167 higher than others. Male participants was more vulnarable to donate blood 5.245 times higher than female for blood do nation. In addition to this, those respondents who are graduated college and higher education were more likely to donate blood than others 3.247.
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Tolba, Nasser. "From Rebellion to Riots." Research in Social Sciences and Technology 3, no. 2 (May 20, 2018): 93–114. http://dx.doi.org/10.46303/ressat.03.02.6.
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This article aims to explore the phenomenon of political violence at Egyptian universities after the downfall of the Muslim Brotherhood regime on June 30, 2013. It is a critical analysis to identify the underlying causes and factors leading to this excessive violence and its impact on the Egyptian universities. The article drew on qualitative methods by interviewing 16 Muslim Brotherhood students from four public universities. The results indicate that frustration, injustice, the collapse of democracy, and interference of the security in universities played an initial role in the students’ violent behaviors. The forms of violence varied from clashes, throwing stones, and destroying university facilities and infrastructure. The effects of violence on the university were large such as, cancelling study several times, eliminating student political and cultural activities, infrastructure losses, and many arrests, injuries and victims between students and staff.
Keywords: 30 June events 2013, political violence, Egypt revolution, student protests.
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Sprache erkennen
Afrikaans
Albanisch
Arabisch
Armenisch
Aserbaidschanisch
Baskisch
Bengalisch
Bosnisch
Bulgarisch
Burmesisch
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26
Noor, Abdulkadir, Fuangfa Amponstira, and John Walsh. "Berbera Port Special Economic Zone: Golden Calf or Trojan Horse?" South Asian Journal of Business and Management Cases 9, no. 1 (November 6, 2019): 82–88. http://dx.doi.org/10.1177/2277977919881398.
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The African country of Somalia has been designated a ‘failed state’ because of its persistent warfare, the presence of terrorist groups and the collapse of the central government. There is no effective rule of law and little protection of the private sector. The only real forms of income for the country are international assistance and remittances received from overseas Somalis. One possible means of increasing economic activity is to build a special economic zone in connection with Berbera Port, which has historically been an important trading centre linking East Africa and West Asia. Dubai’s DP World signed a contract to provide just such a development, but that agreement has subsequently been repudiated as a result of diplomatic issues. Meanwhile, China is seeking to extend its engagement in the region. Investment from either of these two sources would be problematic but it seems there are no other options available. Is it possible for Somalia to pursue a policy of economic development under current conditions without ceding sovereignty of its territory and its economic activities? Would it matter if this did happen? This case would be useful for students taking courses in international business or the political economy of international business.
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Gavaghan, Lauren, Peter Hughes, Khalid Saeed, and Susannah Whitwell. "Teaching psychiatry to undergraduate medical students in Somalia." International Psychiatry 11, no. 1 (February 2014): 15–17. http://dx.doi.org/10.1192/s1749367600004227.
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This paper describes a pilot project in which (for the first time, worldwide) psychiatry was taught to undergraduate medical students in Somalia using an evidence-based intervention – the World Health Organization's Mental Health Gap Action Programme Intervention Guide.
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Tatarczuk, Józef, Ryszard Asienkiewicz, Artur Wandycz, and Justyna Jasik. "Dimorphic differences in selected somatic parameters in students of equal height." Anthropologischer Anzeiger 77, no. 2 (April 30, 2020): 121–35. http://dx.doi.org/10.1127/anthranz/2020/1005.
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Hryhoriev, Valeriy. "The Effect of Sports Club Participation on the Students’ Somatic Health." PHYSICAL EDUCATION, SPORTS AND HEALTH CULTURE IN MODERN SOCIETY, no. 4 (2017): 46–52. http://dx.doi.org/10.29038/2220-7481-2017-04-46-52.
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Eno, Mohamed. "Learning ESL in Somalia : perceptions of students in Mogadishu." Journal of Somali Studies 4, no. 1/2 (June 20, 2017): 165–91. http://dx.doi.org/10.31920/2056-5682/2017/v4n1_2a8.
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Nur, Abdi Hashi, Ali Abdi Farah, and Omar Mohamed Warsame. "Education Quality of Best Public High Schools in South and Central Somalia." International Journal of Education and Information Technologies 15 (July 20, 2021): 147–56. http://dx.doi.org/10.46300/9109.2021.15.15.
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The purpose of this study was to explore what nine high school principals did to outperform other schools in the South and Central regions of Somalia. The study highlighted the high school principals’ perception of maintaining education quality concerning curriculum, instruction, and assessment. The study focused on the admission process, teaching, and learning performances of the top nine high schools in South and central Somalia. The methodology of this Qualitative study was descriptive phenomenology. The research design and approach were semi-structured open-ended interview protocol that comprised eight interview questions. Purposeful sampling was the sampling method. Nine principals participated in the study and provided the research data regarding the education quality of nine high schools in Somalia. All nine principals in this study maintained their high schools' education quality using a rigorous admission process. They utilized a government-developed official curriculum. Five principals reported that they employed specialist instructors, while six stated that their students actively participated in the learning process during class time. However, all the participants reported that smartphones hindered student learning. A slight majority of five principals (56%) stated that parental interventions were vital to schools' overall learning achievements. Somalia's public schools are far behind in utilizing effective educational technology. The technological literacy of the teachers is vital to effectively employ the accessible educational technology, which encouraged students to incorporate modern technologies in their learning activities successfully. Rigorous admission process, efficient curriculum, instruction, effective instructional materials, employing professional instructors, and active learning are all important components to maintain education quality.
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Duran, Marcela, Dahabo Ibrahim, Deko Shahow, and Mohamed Hajir Siyat. "'Home is like....' : A conversation about poetry and longing for home." Cultural and Pedagogical Inquiry 12, no. 1 (February 1, 2021): 134–48. http://dx.doi.org/10.18733/cpi29540.
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This article presents a WhatsApp dialogue between student writers and their teacher discussing the poetry and commentary they wrote during an online course the year before. The students are refugees living in the containment of an UNHCR camp in Dadaab, Kenya. Throughout the dialogue, the longing for a lost home and the cultural relevance and permanence of poetry in their lives as Somalis, are evident.
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Odebiyi, Oluseyi Matthew, Cynthia Sunal, and Dennis Sunal. "What if you are someone new?" Social Studies Research and Practice 15, no. 2 (June 29, 2020): 141–54. http://dx.doi.org/10.1108/ssrp-12-2019-0059.
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PurposeThis early grades lesson set for the age group of 4–8 years explores the concepts of diversity, inclusion and friendship, involving three young students who are recent immigrants. The lesson set uses two companion books. In the book I am New Here, three recently immigrated young children from Guatemala, Korea and Somalia step into and experience their new school in their new country, the USA. In the companion book Someone New, their classmates explore how to reach out to and become friends with these new peers. The companion books are a resource for this lesson set, as they portray typical young learners who are immigrants exploring their identities and sources of support and how their presence and experiences challenge their classmates to find ways to support them in their new environment.Design/methodology/approachStudents are guided to see themselves and others as unique individuals, with a range of abilities including the ability to speak different languages, to read and write in different ways so that they may initiate discussion and connect with classmates. Students occupy both the roles of new immigrant students and domestic students while they read the books, model how to interact with a new friend and represent their experiences in the lesson set.FindingsThe books promote young learners' interactions within and across groups. Both the domestic and immigrant students are encouraged to approach the experience of difference in school spaces as mutually beneficial, providing opportunities to learn more about self and others, as well as to develop a sense of inclusivity and friendship.Originality/valueSomeone New and I am New Here are companion books that together present a story of diversity, inclusion and friendship rendered in different perspectives. Efforts are made by three young students, who are immigrants from Guatemala, Korea and Somalia, and their classmates to understand and relate to each other. The books promote young learners’ interactions within and across groups.
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Todoran, Corina, and Claudette Peterson. "Should They Stay or Should They Go? How the 2017 U.S. Travel Ban Affects International Doctoral Students." Journal of Studies in International Education 24, no. 4 (July 3, 2019): 440–55. http://dx.doi.org/10.1177/1028315319861344.
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In the wake of the U.S. government’s executive orders restricting travel from six Muslim-majority countries (Iran, Libya, Somalia, Sudan, Syria, and Yemen) in January 2017, we collected data from four focus groups consisting of international doctoral students aiming to provide insight on the following research question: How do international doctoral students make sense of the U.S. political climate on their lived experiences? This article contributes to the literature by discussing a timely issue concerning international students in the United States and points out that the 2017 travel ban has affected not only international doctoral students from those banned countries but has also alarmed students from other countries, who described the climate as stressful, confusing, and hostile. Several students changed their travel plans for conferences or family visits being worried that they might not be able to reenter the United States. Other students feared the immigration rules might suddenly change and affect their visa status. Students also expressed their concerns in regard to job prospects after graduation. This article derives from a larger qualitative study exploring the experiences of international doctoral students in the U.S. academic and cultural settings.
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Junior, Aluisio Paredes Moreira, Davi Costa Feitosa Alves, Robson Antão, Rodrigo Silva P. Moreira, Luipa Michele Silva, and Maria do Socorro Costa Feitosa Alves. "PERCEPTION OF MEDICAL ERROR FOR PROFESSIONAL AND STUDENTS OF HEALTH." Revista de Pesquisa Cuidado é Fundamental Online 5, no. 3 (June 24, 2013): 304–10. http://dx.doi.org/10.9789/2175-5361.2013.v5i3.304-310.
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OBJETIVO: Conhecer as percepções de estudantes e profissionais de saúde sobre erro médico. MÉTODOS: Trata-se de um estudo qualitativo, realizado com 92 sujeitos, de ambos os sexos no Campus 1 da Universidade Federal da Paraíba, em João Pessoa. Para coleta utilizou-se um questionário semiestruturado composto por duas partes contemplando o teste de Associação Livre de Palavras com o termo indutor «erro médico». Os dados coletados foram analisados com o auxilio do software Alceste que apontou seis classes. RESULTADOS: Os sujeitos percebem o erro médico a partir do reconhecimento da «impunidade» e associam ao erro médico, «incompetência», «desatenção», «desinteresse» e «despreparo» dos médicos para o exercício da sua profissão. CONCLUSÃO: Tanto estudantes quanto profissionais atribuem Ao erro médico à formação profissional somada a falta de estrutura dos serviços oferecidos e a prepotência dos médicos.
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Gökbulut, Burak, Mustafa Yeniasır, and Havva Karabacak. "Opinions and Expectations of Turkish and Foreign National Students Studying at Northern Cyprus Universities Concerning Multicultural and Inclusive/Integrated Education Settings." Education Sciences 9, no. 1 (January 4, 2019): 9. http://dx.doi.org/10.3390/educsci9010009.
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As of 2018 there are 18 universities active in Northern Cyprus offering education. According to the data provided by the Ministry of Education, there are nearly 93,000 students studying in this country. Approximately 65,000 of these students are of Turkish origin (Republic of Turkey–Northern Cyprus) whereas 27,000 students are foreign nationals. An examination of the universities in Northern Cyprus shows that, in addition to Northern Cyprus nationals, students from various countries, such as Turkey, Egypt, Morocco, Libya, Lebanon, Palestine, Syria, Iraq, Jordan, Iran, Pakistan, India, Bangladesh, Turkmenistan, Kazakhstan, Kyrgyzstan, Azerbaijan, Nigeria, Ghana, Somalia, Sudan, Kenya, Ghana, Brazil, Moldova, Brazil, and Ukraine, are studying in this country. Paying attention to the cultural and social structures of individuals in such a wide student spectrum is an extremely delicate, but essential, topic. Concepts such as race, ethnic origin, language, sexual orientation, age, special needs, social class, religion, and sect are elements of multiculturalism and inclusive/integrated education should be considered at every level of education, including university, thus education settings and curricula should be planned accordingly. In the paper, opinions of Turkish and foreign national students studying at Northern Cypriot universities in “multicultural and inclusive/integrated education settings” are obtained, their expectations are identified and comparisons and recommendations are provided. The conclusions drawn from the research indicate that fundamental expectations of students from multicultural in inclusive/integrated education settings is providing equal opportunity to education whilst making sure that everyone can have the chance for experiencing their culture properly. In addition, other expectations of students include organization of new activities for socialization, development and display of positive and supporting attitudes by lecturers towards different social groups and cultures and being able to easily express their ethnic identities in different settings in universities. Another conclusion obtained from this study is that Turkish students appear to have more positive opinions compared to foreign students in terms of experiencing multiculturalism in university settings in Northern Cyprus.
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Mohamed, Abdikadir Dubow, and Felix Kiruthu. "Effect of Public Participation on Local Legislation in Banadir Region, Somalia." International Journal of Current Aspects 3, no. V (October 31, 2019): 305–22. http://dx.doi.org/10.35942/ijcab.v3iv.74.
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Public participation plays an important role in the democratization of countries globally. The accomplishment of public participation process is determined by how well it is organized. This study sought to examine the effects of public participation on local legislation in Banadir region of Somalia. The study was guided by the following objectives, to investigate factors that led to public participation, examine the design of public participation mechanism; investigate the process of public participation and analyze the consequences of public participation. The research will employ a descriptive research design. The study population comprised all the stakeholders including the youth, elders, staff employed by the regional government, the clergy, politicians and the non-governmental organizations involved in public participation in Banadir region. Purposive sampling was done to come up with the sample size of the study. Regarding the variance among the target population, where a number of target population involved, the sample size of this study was 130 respondents. Eighty (80) of the respondents were community members including local politicians, clergies, traders, university lecturers, university students, farmers, chiefs and opinion leaders. Twenty (20) of the participants were management staff and heads of national civil labor departments. Thirty (30) respondents were also from the Local community elders who are engaged in public participation programs in Banadir Region. Both secondary and primary data was accessed for the study. Primary data was collected from the identified stakeholders using the questionnaires, while secondary data was obtained from books and journals from Kenyatta University Post Modern Library. The study used two theories: New public management theory and Cornwall’s Theory of Participation that describe the relevance of public participation public development. Data processing and cleaning was done; the descriptive statistics was utilized quantitative data. Statistical tables and graphs was present the result. Content analysis was used to analyze qualitative data. The study found out that the citizen’s attitude has an impact on public participation. When citizens have a positive attitude towards the local legislation services, there are high chances they will participate. The study also found out that public participation design and process have an influence on local legislation. Therefore, the study recommends that the government and other stakeholders should come up with various ways of ensuring that all citizens are informed about public participation. The study also recommended that public participation design and process should be improved with the aim of improving public participation.
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Rose-Redwood, CindyAnn, and Reuben Rose-Redwood. "Rethinking the Politics of the International Student Experience in the Age of Trump." Journal of International Students 7, no. 3 (July 1, 2017): I—IX. http://dx.doi.org/10.32674/jis.v7i3.201.
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We are living in troubling and uncertain times. Xenophobia is on the rise as right-wing, authoritarian nationalism has witnessed significant electoral gains and the very ideals of democratic inclusiveness and international pluralism are under direct attack. With the election of Donald Trump as President of the United States, the country with the largest share of international students globally is increasingly becoming an unwelcoming place to study abroad. On January 27, 2017, Trump issued an executive order prohibiting entry of citizens from seven Muslim-majority countries(Iran, Iraq, Libya, Somalia, Sudan, Syria, and Yemen), and severely restricting the admission of refugees, into the United States. This initial attempt at a “Muslim travel ban” was subsequently blocked by the federal courts, yet the ongoing efforts of the current U.S. administration to discriminate against Muslim travelers at the border have had a chilling effect on international travel more generally
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Smith, Kristin, Donna Jeffery, and Kim Collins. "Critical Pedagogy in Online Social Work Education: Changing Conceptions of Time in the Neoliberal University." Somatechnics 10, no. 1 (April 2020): 73–94. http://dx.doi.org/10.3366/soma.2020.0301.
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Neoliberal universities embrace the logic of acceleration where the quickening of daily life for both educators and students is driven by desires for efficient forms of productivity and measurable outcomes of work. From this perspective, time is governed by expanding capacities of the digital world that speed up the pace of work while blurring the boundaries between workplace, home, and leisure. In this article, we draw from findings from qualitative interviews conducted with Canadian social work educators who teach using online-based critical pedagogy as well as recent graduates who completed their social work education in online learning programs to explore the effects of acceleration within these digitalised spaces of higher education. We view these findings alongside French philosopher Henri Bergson's concepts of duration and intuition, forms of temporality that manage to resist fixed, mechanised standards of time. We argue that the digitalisation of time produced through online education technologies can be seen as a thinning of possibilities for deeper and more critically self-reflexive knowledge production and a reduction in opportunities to build on social justice-based practices.
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Handuleh, Jibril, Victor Periera-Sanchez, and Daniel Fekadu Wolde-Giorgis. "Innovative psychiatry medical education initiative: empowering and supervising trainees for future teaching in psychiatry training program establishment in Somaliland." BJPsych Open 7, S1 (June 2021): S141. http://dx.doi.org/10.1192/bjo.2021.400.
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AimsSomaliland is a de facto state in the horn of Africa. It unilaterally declared independence from rest of Somalia in 1991. Medical education in Somaliland started in the year 2000.Aim of the study is to explore the feasibility of teaching program for the country by its future potential psychiatry educators. The initiative started in 2019 to seek trainees with interest in academic psychiatry and support them with medical education skills. This is intended to prepare them for leading future teaching roles in both undergraduate and residency/fellowship in psychiatryAmoud University wanted to empower junior doctors at the university to have teaching skills needed to set up residency program. The Somaliland government asked Ethiopian ministry of health to offer psychiatry residency program for general practitioners in Somaliland to have future residency and fellowship in psychiatry. Several psychiatry trainees worked with the visiting professor from the United Kingdom who joined Somaliland medical school as visiting professor in psychiatryMethodThe visiting professor supported the trainee in setting up a psychiatry undergraduate training curriculum in line with Somaliland medical school curriculum. Before the teaching methods were didactic and role play based. The faculty introduced different teaching methods including flipchart, small/large group teaching which was student centered education. Students received a online survey to reflect on psychiatry teaching they received. post course survey was conducted at the end of the teaching to evaluate the teaching initiative.ResultSurvey revealed interesting pattern that students preferred class room based teaching in comparison to online teaching. 90 percent of the attendees showed interest in flipchart teaching compared to didactic model. They expressed increasing understanding of the subject matter when they read and discuss among themselves instead of lectures. 70% of students prefer more clinical teaching compared to online sessions.52% liked the new teaching module compared to the lecturing sytle.ConclusionSupervision of early career psychiatrists to undertake future academic psychiatry roles is an important step in building psychiatry faculty in medical schools. As the case of Somaliland this retains trainees in teaching roles in the future to teach undergraduates mental health courses. The other benefit is empowering them to set up psychiatry training program to close the service delivery gap with skilled psychiatrists in the future. Somaliland plans to set up its psychiatry residency/fellowship programs soon after this initiative.
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Ni’mah, Ulin. "CASE STUDY: THE ROLE OF LEARNING STRATEGIES, PERSONALITY AND MOTIVATION IN THE SECOND LANGUAGE ACQUISITION: WRITING PROFICIENCY OF A SOMALIAN STUDENT." Journal of English for Academic and Specific Purposes 3, no. 1 (June 26, 2020): 43. http://dx.doi.org/10.18860/jeasp.v3i1.9771.
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The study aims to investigate a case study of second language acquisition of a foreign learner studying at Universitas Islam Negeri Maulana Malik Ibrahim<ins cite="mailto:Muchamad%20Adam%20Basori" datetime="2020-06-23T12:53">,</ins> Malang. There are three aspects examined by the researcher such as the learning strategies, personality, and motivation which influence the learner’s second language acquisition of English. The findings of the research show that the subject has good learning strategies such as reading English books, learning via online media, and studying with friends. The subject has a good personality, an introvert who is confident in practicing English with several people in Indonesia. The subject has high motivation in learning English to get the scholarship and to have a good career in the future. After assessing his essay with the rubric score, the students’ writing proficiency is improved<ins cite="mailto:Muchamad%20Adam%20Basori" datetime="2020-06-23T12:56">.</ins>
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Corrêa, Mariana Mendes Luiz, Tatiane Cristina Rodrigues Freitas, and Siomara Aparecida da Silva. "O ensino dos esportes de raquete no ambiente escolar." Caderno de Educação Física e Esporte 17, no. 1 (March 18, 2019): 309–16. http://dx.doi.org/10.36453/2318-5104.2019.v17.n1.p309.
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Introdução: A educação física escolar possui um vasto conteúdo formado pelas manifestações corporais. Os mais comuns - geralmente escolhidos pelos professores, são os esportes coletivos - futebol/futsal, basquetebol, voleibol e handebol, que formam uma monocultura de cinco modalidades. As atividades propostas nas aulas necessitam incluir novas experiências esportivas, maximizando os alcances dos conteúdos da cultura corporal através dos esportes. Objetivo: Verificar as possibilidades da inserção dos esportes de raquete nas aulas de Educação Física Escolar dos anos finais do ensino fundamental, 7º e 8º anos. Métodos: Através de observações da aplicação de atividades em vinte aulas, foi realizada a análise de conteúdo. Resultados: Ao considerar as anotações do diário de campo percebeu-se que inserir novos conteúdos nas aulas é uma barreira a ser ultrapassada. Quebrar o paradigma da monocultura não é uma tarefa fácil, principalmente por existir a dificuldade de aquisição dos materiais direcionados à execução das habilidades de rebatida, que não são comuns no almoxarifado da escola. Mas, como forma de minimizar tais dificuldades, esses materiais podem ser confeccionados pelos próprios alunos, despertando neles a curiosidade e o entusiasmo pela prática de atividades pouco desenvolvidas. Este aspecto facilitador, somado ao fato de que as atividades não são totalmente coletivas, provocou maior aceitação e participação nas aulas. Conclusão: Portanto, a inserção de novos conteúdos nas aulas de educação física é uma tarefa árdua, mas se aplicada com uma metodologia adequada, materiais atraentes e atividades criativas, se torna uma tarefa interessante e incentivadora, proporcionando a adesão dos alunos às aulas.ABSTRACT. The teaching of racket sports in the school environment. Backgorund: The physical education classes involves an extensive variety of bodily activities. The most common - usually chosen by teachers - being team sports, such as soccer, futsal, basketball, volleyball and handball, which form such a monoculture of five modalities. The activities proposed in the classes need to include new sports experiences in order to maximize the scope of bodily culture contents through sports. Objective: To verify the possibility of inserting racquet sports into primary school physical education classes (7th and 8th years). Methods: Through the application of activities in twenty classes, a content analysis was performed. Results: When considering the notes of the field diary it was noticed that inserting new contents in the classes is a barrier to be overcome. Breaking the paradigm of monoculture is not an easy task, mainly because there is the difficulty of acquiring the materials directed to the execution of the batting abilities, which are not common in the school’s warehouse. But as a way to minimize such difficulties, these materials can be made by the students themselves, arousing in them the curiosity and enthusiasm for the practice of underdeveloped activities. This aspect facilitador, somado to reality of activities non are totalmente coletivas, provocou maior aceitação e participação nas aulas. Conclusion: Therefore, the insertion of new contents in physical education classes is an arduous task, but if applied with an adequate methodology, attractive materials and creative activities, it becomes an interesting and encouraging task, allowing the students to join classes.
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Kenneth, Rono Kiplangat, and Christopher Omusula. "Youth Radicalization in Africa: A Comparative Analysis of Radicalized Groups." Scholedge International Journal of Multidisciplinary & Allied Studies ISSN 2394-336X 3, no. 9 (November 26, 2016): 185. http://dx.doi.org/10.19085/journal.sijmas030902.
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A lot of efforts are being exerted by world’s governments and other stakeholders to achieve higher rates of Accessibility to Education. Militia groups the world over have recruited and radicalized the potential school going children into their militant outfits to either fight in battlefields, or use them as spies or suicide bombers denying them opportunities of accessing education that would have been very valuable in their development. These groups abduct torture and kill victims, cause untold sufferings of their captives. In Africa, BokoHaramu in Nigeria opposes modern formal education and hinders the youth from accessing benefits associated with formal education they kidnap students from schools, women from market places, rape and force them into marriages. Mungiki in Kenya has caused school enrolment in central Kenya to drop. Their forced initiations into the groups, doctrines and practice or threat of Female Genital Mutilations, the taking of drugs and the insecurity caused by the sect members are the major challenges the Kenyan Nation is facing as a threat to realization of the objectives of vision 2030 in its former Central Province. The groups, in their teachings, associate formal education with neo-colonialism or western imperialism. Al-Shabab enforces its own harsh interpretation of sharia law, prohibiting various types of entertainment, such as movies and music, the sale of khat, smoking, the shaving of beards, and many other “un-Islamic” activities. This paper examines historical and Philosophical backgrounds of some of the militia groups in Africa such as Al-Shabab in Somalia, Boko Haram in Nigeria and Mungiki in Kenya. Highlighting modes of recruitment, radicalization and how school aged youths are utilized by militia groups. The paper argues that use of strategies such as military force in Nigeria on Boko Haram has failed to bear any fruits. It suggests that skewed distribution of national educational funds could be an impetus to forces of radicalization of youth. Therefore, this paper suggests strategies that can be used to counter the recruitment and radicalization of youths in an effort to improve Educational Access and Equity in Africa.
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Komodromos, Marcos. "Interactive radio, social network sites and development in Africa: a literature review study." Journal of Enterprising Communities: People and Places in the Global Economy 15, no. 2 (April 5, 2021): 282–95. http://dx.doi.org/10.1108/jec-06-2020-0111.
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Purpose The technology determinism theory facilitated in assessing the impact of interactive radio and social network sites (SNSs) on development factors such as education, agriculture, health, and governance, by conducting an integrative and comprehensive literature review focusing on African countries. This paper aims to conduct this literature review to provide comprehensive empirical evidence on the impact of interactive radio and SNSs on development in Africa. Design/methodology/approach This study examined articles that were retrieved from online databases including EBSCOhost, Elsevier, Science Direct, SAGE Journals, Springer and Wiley Online Library. The keywords used included interactive radio, radio, development in Africa, SNS, agriculture, education, health, peace and governance. Search phrases were formulated using boolean operators “AND” and “OR.” Findings Study results revealed that interactive radio and SNSs improve knowledge among farmers and allow the dissemination of information on innovative agricultural techniques, which supports the adoption of sustainable practices. Interactive radio promotes political accountability because the strategies provide the voiceless and powerless communities with a platform to express themselves. This paper discovers that the incorporation of SNS with existing multimedia communication facilitates the dissemination of health-related information on illnesses such as Ebola, HIV, hypertension, diabetes and Polio, and interactive radio and SNS promote education among marginalized communities and under-served rural schools. Research limitations/implications The findings on the impact of interactive radio and SNSs do not represent all 54 countries in Africa. Although the studies included in this literature review were conducted in several countries such as South Africa, Nigeria, Somalia, Kenya, Malawi, Ghana, Tanzania, Uganda and Zambia, this limited the generalizability of the findings and recommendations. Also, the other potential limitation is that using the inclusion-exclusion criteria could have resulted in bias when selecting the studies to include in the review. Practical implications The paper might serve as a valuable source of information for students, academics and entrepreneurs where the impact of interactive radio and SNSs on agriculture, education, health and governance, which are core determinants of development in Africa, has been assessed for further case studies in this area. Social implications The use of interactive radio has helped in decreasing health issues caused by a deficiency in vitamin A among children in sub-Saharan Africa. Originality/value The development of sustainable and effective interactive radio programs is dependent on the collaboration of the core stakeholders such as governmental ministries, donor organizations and the mass communication sector. Numerous open sources on technology radio stations are available to employ social media managers to help in the application of knowledge.
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Silitonga, Mirdat, Herien Puspitawati, and Istiqlaliyah Muflikhati. "MODAL SOSIAL, COPING EKONOMI, GEJALA STRES SUAMI DAN KESEJAHTERAAN SUBJEKTIF KELUARGA PADA KELUARGA TKW." JKKP (Jurnal Kesejahteraan Keluarga dan Pendidikan) 5, no. 1 (April 17, 2018): 20–30. http://dx.doi.org/10.21009/jkkp.051.03.
Full textAbstract:
The achievement of family well - being is an aspiration of all families including families of migrant workers, to achieve the well - being of one of the ways that the families of migrant workers with the departure of the wife work as domestic servants in various countries. The purpose of this study was to analyze social capital, economic coping, sress symptom’s husband and family subjektive well - being of women migrant workers. This research use cross sectional studies. The location was chosen purposively in Tanggeung Village, Pagermaneuh Village, Margaluyu Village, Karangtengah Village, Tanggeung District and Pasirdalam Village Kadupandak District, Cianjur, West Java, Indonesia. Seventy five families were selected purposively among the families of women migrant workers. The finding indicates that social capital is in the moderate category, the coping economy is in the moderate category, the sress symptom’s husband is in the low category and the family well-being is in the low category. Finding in this study family subjective well-being is influenced by income per capita, sress symptom’s husband and economic coping.
Keywords: economic coping, family subjective well-being, social capital, stress symptom
Abstrak
Kesejahteraan keluarga merupakan sesuatu yang ingin dicapai seluruh keluarga, termasuk keluarga Tenaga Kerja Wanita (TKW), untuk mencapai kesejahteraan tersebut salah satu cara yang dilakukan oleh keluarga TKW adalah mengirim istri sebagai pembantu rumah tangga di berbagai negara. Tujuan dari penelitian ini adalah untuk menganalisis modal sosial, coping ekonomi, gejala stres suami, dan kesejahteraan subjektif keluarga TKW. Penelitian ini menggunakan cross sectional studies. Lokasi dipilih dengan metode purposive di Provinsi Jawa Barat, Kabupaten Cianjur, Kecamatan Tanggeung, Desa Pagermaneuh, Desa Marguluyu, Desa Karangtengah, Desa Tanggeung, Kecamatan Kadupandak, Desa Pasirdalam. Jumlah sampel sebanyak 75 keluarga TKW dengan metode purposive sampling. Penelitian ini menemukan modal sosial berada pada kategori sedang, coping ekonomi berada pada kategori sedang, gelaja stres suami berada pada kategori rendah, dan kesejahteraan subjektif berada pada kategori rendah. Penelitian ini juga menemukan kesejahteraan keluarga berpengaruh terhadap pendapatan perkapita, gelaja stres suami, dan coping ekonomi.
Kata kunci : coping ekonomi, gejala stres, kesejahteraan subjektif, modal sosial.
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Sígolo, Cássia, and Kate Mamhy Oliveira Kumada. "Tradutor e Intérprete da Língua Brasileira de Sinais: Caracterização do Perfil Solicitado em Processos Seletivos no Estado de São Paulo." Revista de Ensino, Educação e Ciências Humanas 18, no. 4 (January 22, 2018): 445. http://dx.doi.org/10.17921/2447-8733.2017v18n4p445-450.
Full textAbstract:
Conforme prevê o Decreto nº 5.626/2005, o profissional Tradutor e Intérprete de Língua de Sinais (TILS) (Libras/Português) deve ter o conhecimento e a proficiência em situações em que seja necessária a tradução envolvendo a Língua Brasileira de Sinais (Libras) e a Língua Portuguesa, apresentando as habilidades e as competências necessárias aos processos de tradução entre as duas línguas, considerando as especificidades linguísticas e culturais do surdo. Partindo desse pressuposto, o objetivo geral deste estudo foi analisar a formação e requisitos solicitados em concursos públicos para o cargo de TILS no Estado de São Paulo na última década, fazendo um paralelo entre as legislações que subsidiam o aluno com surdez, sobretudo aquelas que regulamentam a profissão de TILS. Pôde-se observar que a procura pelo TILS no mercado de trabalho se amplia a cada dia, em consequência do acesso dos surdos a diversos espaços do meio social, sobretudo, nos contextos escolares e acadêmicos. Sobre a formação e atribuições solicitadas para a vaga de TILS predominou na maioria dos editais a exigência pela certificação feita pelo PROLIBRAS (somada ou não à formação em nível superior), em consonância com as exigências legais. Cabe destacar, ainda, que grande parte dos editais não solicitou conhecimentos mínimos sobre técnicas de interpretação, o que pode prejudicar o processo de ensino-aprendizagem dos alunos surdos que perpassa pela mediação do TILS no espaço educacional. Desse modo, foi evidenciada ausência de diretrizes nas atribuições e na formação solicitadas para a atuação do TILS, o que compromete diretamente a qualidade e êxito da educação dos surdos.Palavras-chave: Língua Brasileira de Sinais. Educação de Surdos. Formação. Tradutor e Intérprete.AbstractAs provided in Decree 5.626/2005, the professional Sign Language Translator and Interpreter (TILS) (Libras - Brazilian Sign Language /Portuguese) should have the knowledge and proficiency in situations where the translation is necessary involving Brazilian Sign Language (Libras) and Portuguese, presenting the necessary skills and abilities for the translation process between the two languages, considering the linguistic and cultural specificities of the deaf. Based on this assumption, the aim of this study was to analyze the formation and requirements requested in public exams for the position of TILS in the state of São Paulo in the last decade, making a parallel between the laws that support the student with hearing loss, especially those regulating the profession of TILS. It was observed that the demand for TILS in the job market expands every day as a result of the access of the deaf people to various areas of the social environment, especially in school and academic contexts. On the formation and functions required for TILS job openings, prevailed in most of the public notices the requirement for certification by PROLIBRAS (added or not to higher education degree), in accordance with legal requirements. It is also worth observing that much of the notices did not request minimum knowledge of interpretation techniques, which could affect the teaching- learning process of deaf students going through the mediation of TILS in the educational space. Thus, it was evidenced the absence of guidelines on assignments and required degrees for the TILS performance, which directly affects the quality and success of deaf education.Keywords: Brazilian Sign Language. Deaf Education. Graduation. Translator and Interpreter.
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Souza, Vania Hernandes, Maria Luiza Jesus Miranda, Mariana Freitas Correa, Marcelo Villas Boas Junior, and Maria Regina Ferreira Brandão. "Expatriação de atletas e seus aspectos psicológicos: uma revisão sistemática de literatura." Cuadernos de Psicología del Deporte 21, no. 1 (January 1, 2021): 119–34. http://dx.doi.org/10.6018/cpd.434451.
Full textAbstract:
Los atletas de modalidades deportivas migran a lo largo de su carrera a otros países en busca de diferentes objetivos, entre ellos, para lograr un mejor rendimiento y un estado social y financiero. En este sentido, el objetivo de este estudio fue revisar la literatura en relación con los aspectos psicológicos involucrados en el proceso de expatriación de los atletas. Para este fin, se realizaron búsquedas en las bases de datos de tesis y disertaciones de Scielo, PubMed, SportDiscus, BVS, Embase y CAPES, con palabras específicas para cada base, en inglés, portugués y español. Se incluyeron estudios que incluyeron atletas de rendimiento e investigaron el proceso de migración internacional en el deporte y se excluyeron los estudios de revisión y estudios con estudiantes, estudiantes atletas y entrenadores. Después de una cuidadosa selección, realizada a través del programa administrador de referencias bibliográficas, el software EndNote®, se seleccionaron y almacenaron ocho estudios elegibles para el análisis utilizando el modelo temporal de transición cultural. Por lo tanto, los resultados obtenidos ilustraron que, entre los atletas, no es una práctica común buscar información previa sobre el país anfitrión y / o el contexto deportivo en el que se insertarán. En relación con el proceso de adaptación cultural aguda, se hizo evidente que la estrategia principal utilizada está vinculada a las necesidades psicológicas básicas, además del aprendizaje de idiomas, fueron fundamentales para promover el sentimiento de pertenencia a la cultura y, en consecuencia, el desarrollo de Adaptación sociocultural. Por lo tanto, se concluye que investigar los aspectos psicológicos involucrados en la migración internacional de atletas, ofreciendo la preparación psicológica para enfrentar los desafíos pertinentes a la adaptación cultural, probablemente contribuirá a una mejor comprensión de las opciones de estrategias que se utilizarán en este proceso, así como determinando el éxito de la migración. Athletes from sports modalities migrate throughout their career to other countries in search of different objectives, among them, to achieve better performance and social and financial status. In this sense, the objective of this study was to review the literature in relation to the psychological aspects involved in the expatriation process of athletes. For this purpose, searches were carried out in the Scielo, PubMed, SportDiscus, BVS, Embase and CAPES theses and dissertations databases, with words specific to each base, in English, Portuguese and Spanish. Studies that included performance athletes and investigated the process of international migration in sport were included and review studies and studies with students, student athletes and coaches were excluded. After careful screening, carried out by means of the bibliographic reference manager program, the EndNote® software, eight studies eligible for analysis were selected and stored using the temporal model of cultural transition. Thus, the results obtained illustrated that, among athletes, it is not a common practice to search for previous information about the host country and / or the sports context to which they will be inserted. In relation to the process of acute cultural adaptation, it became evident that the main strategy used is linked to basic psychological needs, in addition to language learning, were fundamental in promoting the feeling of belonging to culture and, consequently, the development of sociocultural adaptation. Therefore, it is concluded that investigating the psychological aspects involved in the international migration of athletes, offering the psychological preparation to face the challenges pertinent to cultural adaptation, will probably contribute to a better understanding in the choices of strategies to be used in this process, as well as can determining the success of the migration. Atletas de modalidades esportivas migram ao longo de suas carreiras para outros países em busca de diferentes objetivos, dentre os quais alcançar melhor desempenho e status sociais e financeiro. Nesse sentido, o objetivo deste estudo foi revisar a literatura em relação aos aspectos psicológicos envolvidos no processo de expatriação de atletas. Para tanto, foram realizadas buscas nas bases de dados Scielo, PubMed, SportDiscus, BVS, Embase e Banco de teses e dissertações da CAPES, com vocábulos próprios de cada base, nos idiomas inglês, português e espanhol. Foram incluídos estudos que contemplassem atletas de rendimento e investigassem o processo de migração internacional no esporte, além de excluídos os estudos de revisão e estudos realizados com estudantes, atletas estudantes e técnicos. Após criteriosa triagem, realizada por meio do programa gerenciador de referências bibliográficas, o software EndNote®, foram selecionados e armazenados oito estudos elegíveis para análise, utilizando o modelo temporal de transição cultural. Assim, os resultados obtidos ilustraram que, entre os atletas, não é uma prática comum a busca por informações prévias sobre o país hospedeiro e/ou o contexto esportivo em que serão inseridos. Já, em relação ao processo de adaptação cultural aguda, evidenciou-se que a principal estratégia utilizada, ligada às necessidades psicológicas básicas, somada ao aprendizado do idioma, foram fundamentais na promoção da sensação de pertencimento à cultura e, consequentemente, o desenvolvimento da adaptação sociocultural. Diante disso, conclui-se que investigar os aspectos psicológicos envolvidos na migração internacional de atletas, oferecendo o preparo psicológico para enfrentar os desafios pertinentes à adaptação cultural, provavelmente contribuirão para o melhor entendimento nas escolhas das estratégias a serem utilizadas nesse processo, bem como podem ser determinantes para o sucesso da migração.
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Nur, Shukri, and Mohamed Nur-Awaleh. "Exploring school principals' responses to the needs of Somali immigrant students." Cultural and Pedagogical Inquiry 5, no. 2 (June 1, 2014). http://dx.doi.org/10.18733/c3js33.
Full textAbstract:
This paper explored school principals’ responses in addressing the perceived educational needs of Somali immigrant/refugee students; and explored how school principals might seek to create culturally responsive and inclusive schools that build a partnership with Somali families. This qualitative exploratory study combined aspects of convenience and purposeful sampling to learn about how the school principals addressed the needs of the Somali immigrant students; and the extent to which they sought to create inclusive schools and build partnerships with the Somali families. We conducted interviews with a total of three school principals in three different schools who served these students and their families. This study shows that in the initial contact with Somali students, the school principals had very little awareness and experience in dealing with Somali refugee and immigrant students who continue to face challenges in adjusting into their schools. To address the educational needs of Somali students requires an approach that transcends the provision of ESL classes. It also requires a transformative leadership approach that advocates for the needs of both the students and the parents and seeks to establish multicultural and mentoring programs which could play a role in better meeting the educational needs of all students.
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Noor, Sumaya Hassan, Fahima Osman, and Sarah Reddy Tummala. "The Perceptions of Physical Activity in the Somali Community of the Twin Cities of Minnesota [University of Minnesota, Twin Cities]." Journal of Student Research, April 15, 2019. http://dx.doi.org/10.47611/jsr.vi.625.
Full textAbstract:
This qualitative research investigates the perceptions of physical activity held by Muslim Somali men and women in the Twin Cities of Minnesota. Following the civil war in Somalia in the early 90s, Minnesota received a large influx of Somali-identified people who eventually formed the largest Somali community in the country. As members of this community, we have observed the wide array of beliefs in how Somali people view physical activity and its importance. Little information exists in the literature about the physical activity levels of Somali-identified people since most of this health information is categorized by race. Semi-structured interviews were conducted in Spring 2018 with participants recruited from local college campus’, mosques, and community centers. Questions probed at how factors such as age, gender, and immigration status impact physical activity. A total of eighteen adult participants were interviewed, eight males and ten females. Data analysis of transcripts included data reduction, conclusion drawing, and verification, using at least two independent reviewers at each stage to protect against bias. Preliminary results demonstrate that most participants conveyed that their religion and culture promote health, but may hinder rates of physical activity. Results also show that changes in lifestyle between Somalia and the US have a direct effect on the decreased rates of physical activity. Immigrant participants listed a different set of needs upon coming to the United States, and physical activity did not rank highly on that list for most. Implications for practice will be discussed, including the need for culturally relevant health promotion as a means of adaptation into the westernized culture and the need for interventions that allow students to incorporate physical well-being with their studies.
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Ivanova, Lyubov. "Somali Students in the Soviet Union." ISTORIYA 9, no. 5 (2018). http://dx.doi.org/10.18254/s0002291-9-1.
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