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Somalia’s State Institutions’ Administrative Capacity Building in Education, Health, Judiciary Services, and the Central Bank
Get PDFAiweyd, A. (2023). Somalia’s State Institutions’ Administrative Capacity Building in Education, Health, Judiciary Services, and the Central Bank.
Since independence in 1960, Somalia has experienced sustained clan conflict, political challenges, prolonged civil war, and famine, severely hindering the development and maintenance of a stable federal government. Research on state-building in Somalia has focused on conflict resolution, civil war, piracy, and state failure. Further research is needed on building administrative capacity in Somalia to help develop well-functioning and stable government institutions. Administrative capacity involves the ability of governments to manage human, physical, financial, and informational resources to deliver on objectives related to policy implementation and service. There is a gap in the research on building administrative capacity in Somalia in the areas of education, health, judiciary services, and the central bank, which the Somali government has indicated as important for establishing a stable federal government. The purpose of this qualitative study is to explore administrative capacity building in Somalia in the areas of education, health, judiciary services, and the central bank. Honadle’s (1991) framework for building administrative capacity will serve as the conceptual framework. The research question is designed to explore how Honadle’s framework (1991), which includes anticipating change, developing programs, attracting and managing resources, evaluating activities, and applying lessons to future activities, helps understand building administrative capacity in Somalia in education, health, judiciary services, and the central bank. Data will be collected through interviews with individuals who have experiences with Somali state intuitions, Somali civil war, and post-civil war state building initiatives. Data will be analyzed, coded, and placed into themes. Findings may help inform administrators and leaders about how to increase administrative capacity in Somali institutions to help maintain a stable federal government.
Keywords: administrative capacity, Somali government, health, education, judiciary, bankin
The Disappearing of the Hmong Language
Get PDFWithin my personal and professional experience, I have observed that the Hmong oral language has declined since the Hmong people arrived in the United States. Over the past 50 years in the United States, there have been growing concerns regarding the decline in usage of the Hmong language within Hmong children. In my personal experience, my children who are second generation Hmong, only the five older children are bilingual while my three younger children only speak English. As for my seven grandchildren, who are third generation Hmong, they only speak English. They do not understand nor speak the Hmong language. As for my professional experience as a teacher (EL and mainstream), for the last 19 years and being a first-generation Hmong, I have seen second and third generation Hmong students not able to understand nor speak in Hmong. As well as not knowing, how to read or write the Hmong language, is concerning. With this discovery of the Hmong language being diminished and disappearing, it has led me to this capstone and the project of writing Hmong early childhood children’s books. This project consists of 15 Hmong books, 12 of which are picture books made up of colors, numbers, shapes and the Hmong alphabet (RPA). The last three books are easy reader books to support beginner Hmong readers. These Hmong early childhood children\u27s books are not bilingual books like those that are in circulation. The books in this project are monolingual and are solely written in the Hmong language using the White Hmong dialect. With these Hmong early childhood books, it is my hope that they will be able to help in promoting, maintaining, revitalizing and exposing the Hmong language. These books are to provide Hmong children with literature in the Hmong language in the hope to sustain the language. In addition, it is the hope that these books will be used in the classroom both in Hmong charter schools and in the public schools to promote the Hmong language
Managing Plagiarism and Artificial Intelligence in a High School Classroom
Get PDFThis research answers the question: “How can teachers effectively manage plagiarism and AI in high school classrooms?” In many classrooms, plagiarism is an issue, but for many students it is something they don\u27t know how to avoid. With Artificial Intelligence (AI) software being the new shiny tool that can be used for crafting written assignments, it is important to know how educators can use it within the classroom in productive ways. Lufstrom (2011) explains that educators need to be proactive rather than reactive when it comes to plagiarism and AI within the classroom. AI can be a tool instead of a burden, helping our students learn on their own and with their teacher as a guide. This project includes a curriculum guide to help teachers in all subjects teach students about plagiarism and AI. Within the curriculum guide, teachers can pull mini units to help students with paraphrasing, citing and referencing. Teachers can also pull mini units to use AI within the classroom. One example is having AI quiz your students. Students can go into ChatGPT and ask “quiz me on Yellow Wallpaper” and AI will generate questions for your students to answer. They will have the opportunity to practice without the fear of failing. As technology advances and plagiarism becomes easier, educators need tools to best serve their students. Project Type Curriculum guide Keywords Curriculum/plagiarism/artificial intelligenc
Teaching Strategies for Low Literacy Adult Learners
Get PDFResearch has demonstrated that low-literacy adult learners have different needs than children or more proficient adult readers, but teaching strategies are not often aimed at these students. The professional development presentation developed for this project focuses on the characteristics of these learners, how low-literacy skills affect their lives, and which interventions educators can use in the classroom. Key interventions include Robinson’s suggestions around word recognition, Tighe and Binder’s recommendations about morphology and fluency, Mellard and Fall’s ideas around language comprehension, Park’s suggestions for critical literacy, and Rodrigo et al.’s recommendations around reading for pleasure. The project shares information about the most effective interventions for low-literacy adult learners in these areas, aimed at teachers working with native English-speaking students with low-literacy skills, although they can be adapted for other contexts. Sharing these strategies with educators is the goal of the project, while at the same time seeking educator input of activities that already align with these interventions, increasing the pool of resources available to teachers
Implementing Authentic Literacy Centers in a Kindergarten Classroom
Get PDFCultivating a literacy-rich and engaging classroom community from the beginning of the kindergarten year is an important step to provide students with a positive experience with learning. Authentic literacy centers are a way for primary learners to interact with targeted literacy skills in a meaningful way. Teachers can plan intentional reading, writing, word work, and listening skills that are differentiated and hands-on. This capstone evaluates the question: What are the most impactful ways to establish authentic and engaging literacy work stations for kindergarten students that promote voice and choice? The summarizing website showcases authentic literacy tasks for each center and provides teachers with professional learning about implementing them into their classrooms
Increasing High School Students’ Environmental and Scientific Literacies Through Outdoor Investigations
Get PDFGetting out of the classroom can be some of the most memorable and rewarding experiences for students. As an AP Environmental Science teacher, I began thinking of ways students can perform outdoor investigations while increasing their environmental literacy. The research question I posed for this project is: how can high school science teachers improve students’ environmental and scientific literacy and help them understand their environmental impact through outdoor investigations? After researching different techniques and ideas, I decided on creating three different outdoor investigations that focus on three different systems of Earth. The first investigation focuses on water; students will be conducting various water quality tests where they can determine if the water is healthy for aquatic organisms and/or human consumption. The second investigation deals with soil texture and quality. During this investigation, students will be comparing soil quality taken from two different ecosystems. The last investigation has students taking a look at the air quality around their school. They will set up two different tests with one collecting data on particulate matter, and the other will focus on carbon dioxide emissions from various vehicles. The goal from all three of these investigations is to get the students outside into nature while learning important problem solving and critical thinking skills. Overall, students will be able to benefit and increase their environmental literacy from performing these outdoor investigations, but they are not enough to create environmentally literate students alone. Students need multiple different resources and methods in order to achieve the best results, but getting students outside and conducting hands-on research is one of the best ways to increase awareness towards the environment
Developing A Proposal Plan To Create Nature-Based Classrooms In Early Childhood Settings To Support Inquiry Learning
Get PDFThe research question addressed in this capstone was, how can a nature-based setting support inquiry learning in early childhood education? It documents the author’s professional experiences and how they provided inspiration for the capstone topic and project. The author complies research that examines learning environments in early childhood education, curriculum to support learning in a nature-based setting, and partnerships involved to ensure outdoor learning success. The project includes a complete researched based proposal plan and presentation to transform a courtyard space within a school, into a nature-based classroom. The proposal plan highlights the benefits of nature-based spaces for early childhood students, detailed blueprint designs accompanied by a list of materials, and an estimated budget along with grant and funding options. This paper concludes with the author’s reflection of the capstone process, the implications, and limitations of this project, and how this project can be expanded for future growth. The author found that a nature-based setting within a public school not only helps promote inquiry- based learning but provides the young learners of a community the opportunity to learn outdoors
Animal Assisted Environmental Education Program Design: The Environmental Learning Farm
Get PDFResearch has shown that by including animals in therapeutic and educational experiences progress can be made in improving the quality of our education and the quality of our lives. This project focused on filling a gap seen in Minnesota’s environmental education programs. There are many environmental learning centers in Minnesota and many different animal assisted therapy programs focusing on physical, mental and emotional health, but there is not a program that is dedicated to bringing our domesticated animals into the curriculum in environmental education. The Environmental Learning Farm is an theoretical and experimental project that could bridge the gap that exists in environmental education in Minnesota. It can give the opportunities for the agriculture community to open its doors to the public to learn about what farmers do and why they do it, what keeps them from making more environmentally friendly choices in their agriculture practices, and what would they need in order to change their practices. The program designed specifically for this project is called Horses, Humans and Health. The objective of Horses, Humans and Health is to open the community to the idea that our domesticated animals can have positive and negative impacts on our environment, and how we as humans that control their environment can improve it not only for our animals but ourselves and the rest of the species that occupy the area. It also provides experiences for the participants to learn more about horses’ health and behaviors, learn how to communicate with another species and understand the significance behind the bond of horses and humans. The program has the goal of not only teaching humans about horses, but also about natural curiosity, animals-human connections, compassion for the entire environment, and confidence in affecting change. The goal of the Environmental Learning Farm is to provide opportunities for the local community to understand that environmental science and education can take place anywhere on earth and not just in a nature preserve or a forested area with little human influence. The Environmental Learning Farm is a business plan to bridge a gap of agriculture practices and environmental education
Planting the Foundational Roots in Co-Teaching between Secondary ELL Teachers and Mainstream Content Teachers
Get PDFThe research question in this capstone project that was explored was, “in what ways can building early collaboration between secondary mainstream teachers and ELL teachers positively impact student learning?” This research question explores collaborative co-teaching and its process based on past personal experiences and research to assist and boost ELL students’ achievement through collaboration. Based on research, secondary teachers are often on their own islands and do not have much of an opportunity to collaborate. Secondary teachers are also often voluntold to co-teach instead of volunteer. Even if a co-teaching pair is open to the idea, many have no idea where to begin. Co-teaching has also been said to be incredibly difficult to achieve due to multiple factors, one large reason cited is the lack of teachers’ foundational relationship-building skills and a lack of awareness about roles and responsibilities for mainstream and ELL teachers. Based on the Effective Teacher Professional Development framework by Hammond-Darling et al. (2017), this capstone project focuses on four, ninety-minute professional development sessions that introduce the steps and aim to give a solid foundation for new ELL and mainstream co-teaching pairs to positively develop their relationships, trust, and communication for each other to have a co-teaching relationship successfully. There are four professional development sessions: buy-in for co-teaching including research and statistics, the six co-teaching models that will be explored in-depth including whole group and two group co-teaching, and will also offer co-teaching pairs an opportunity to self-reflect on their teaching styles and rules and have structured facilitation time for discussions with their co-teacher. Finally, the co-teaching pairs will also work on building a co-teaching mini-lesson together. This project aims to give new co-teaching partnerships a solid foundation and starting point for a successful school year
Career Influences of Environmental Education Field Experiences
Get PDFAs an environmental educator who got her start exploring the various flora and fauna around me, it has always interested me to know whether the same experiences that got me to where I am today have also influenced others to pursue similar careers. This study, because of that initial interest, set out to determine How do environmental education field experiences influence college major and/or career choice in high school students? Through a 21 question, cross-sectional survey, high school students in Allegany County Public Schools were asked a series of questions pertaining to their environmental educational field experiences, their values and interests, family values and support, as well as teacher interest and support. The results indicated that over half of the participants believe that their environmental education field experiences have influenced their career choice. Additionally, the results indicate that many students feel supported at school and at home, which is a beneficial factor in determining career choice and college major