MNPS-Somalia
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This document provides information about the culture and education system of Somalia. It discusses the geography and population of Somalia, noting it has a population of 10 million and borders Ethiopia and Kenya. It describes the current situation in Somalia, with little infrastructure since the civil war and a new government struggling to improve conditions. The document also summarizes the family structure, general school information about attendance, curriculum, and differences from schools in the US. It provides details about Somali students in MNPS and cultural differences to be aware of.
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Somalia
Somalia's education system has faced challenges due to decades of civil war and lack of infrastructure. Schools in major cities previously offered six hours of teacher-centered instruction per day, though now there are no public schools. Family is very important in Somali culture, and extended families live close together, with women typically moving in with their husband's family after marriage. The presenters hoped to educate others about Somali culture and the experience of immigrant families and English Learners in the US education system.
Assessment 1
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This document discusses best practices for designing online student courses. It recommends including course information, content organized into manageable lessons using consistent formats and fonts, interactive instructional tools, opportunities for interaction/collaboration, and varied forms of assessment and feedback. It also discusses designing orientations to be mobile-friendly, encourage social connections, and serve as an on-demand training resource. Orientations should balance rich content with a fast pace, equip students for online learning, and allow practice of skills introduced in tutorials. Feedback is requested to be sent to the provided email.
Assessment
The document discusses assessment for learning and its five keys:
1. Clear purpose - What is the assessment's purpose and how will results be used?
2. Clear targets - Are the learning targets clear and appropriate?
3. Sound design - What methods are used and how is bias avoided?
4. Effective communication - How are results managed and reported?
5. Student involvement - Students understand targets and can self-assess progress.
It emphasizes involving students by providing understandable targets, models, and feedback to help students self-assess and set goals for continual learning.
Terr. planets
This lecture discusses the terrestrial planets Mercury, Venus, and Mars. It provides details on each planet's composition, size, atmosphere, orbit, rotation, and exploration history. Key missions that have visited these planets are also mentioned, including Mariner 10 to Mercury, various landers to Venus, and the Mars Exploration Rovers. The lecture concludes with an overview of Mars' moons, Phobos and Deimos.
The journey of MA Theodore
The document describes the journey of M.A. Theodore, who sets sail from his home of Inch Isle to explore new lands. On his travels, he learns about different units of measurement used on different islands, including feet, yards, and miles. By encountering these new units and learning conversion factors between them, M.A. gains an understanding of relative sizes and is able to describe the length of his boat in various units by the end of his journey.
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The document summarizes the key elements of the ASCA (American School Counselor Association) National Model for school counseling programs. It describes the model's foundation, delivery system, management system, and accountability system. The model aims to help school counseling programs be comprehensive, data-driven, and focused on improving student achievement and eliminating achievement gaps.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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MNPS-Somalia
- 1. H U R I Y O M U H U D I N , M A D I N A H U S S E I N , A N D F A D U M O I B R A H I M Culture Exchange Somalia
- 2. Objectives Learn about the school and home culture of Somalia Discuss the experience of families living in the US as immigrants Discuss what we can do to better serve our EL and NELB Families.
- 3. Geography and Population • Population of 10 million (many more Somalis in surrounding countries) • Bordered by Ethiopia and Kenya
- 4. Current Situation Since the Civil War began in the late 80’s and early 90’s, there has been very little infrastructure in Somalia. Right now there is no highway system, no public schools, etc… A new Government is trying to improve the conditions in the country, but it is a huge struggle
- 5. Basic Information Northern Somalia was originally colonized by the British. It is largely desert, and is slightly more developed and has an economy based on business. Southern Somalia was originally colonized by Italy. It is less developed and is based more on agriculture. Mogadishu
- 6. Family Structure Family is very important, and extended families stick together. They live very close to each other, and often in the same home. Once women are married, they usually move out to start their own home, but men stay in the family home even after marriage. In most situations, the men work and the women raise the children and take care of the home. In wealthier families, the women may work and the family will hire a nanny/maid, or rely on family members to help with the children.
- 7. General School Information Attendance is not mandatory Only big cities had public schools (now there are no public schools) Six hours a day (7 AM – 1 PM) No Kindergarten Students sometimes start at different ages, but they always start as 1st graders 40 students in one class Structured as Elementary, Middle, and High School (4 years each)
- 8. General School Information No transportation No school lunch, but you can buy snacks No libraries in schools, but the cities have public libraries They give you textbooks, but they stay at school Very teacher centered—all direct instruction Students stay in their own class, and the teacher rotates to the different classes Responsibility of the school to discipline the child. No homework is ever given in Somalia. Only involved in school when situations are very serious.
- 9. MNPS Students Very few (approximately 5%-10%) of the students we serve have ever lived in Somalia. Approximately 50% were born in the U.S. Other students lived in Refugee camps and cities (in a few cases) in either Kenya or Ethiopia. Dadaab Refugee Camp
- 10. Special Education/Student Services Any student with any type of special need or learning delay does not attend school Report cards issued twice a year Students are retained if they fail a class—it doesn’t matter how old they are.
- 11. Bantu Somalis Bantu tribe is from the South, and has a history of being an overlooked ethnic minority. There are many Bantu Somalis who live in Nashville and whose children attend MNPS schools. There are differences in how these families approach school and culture.
- 12. Cultural Differences Communication Exchange of money (both here and to Somalia)
- 13. Quick Language Lesson Hello A salam alaikum How are you? Saay ta hi Good Ve ahn My name is ___________ Maga iego ___________ Thank you Mahad sanid Welcome So da who Nice to meet Bara show wan axint