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SOMAVILLE UNIVERSITY<\/strong><\/p>\n \u00a0<\/em><\/strong><\/p>\n SOMAVILLE UNIVERSITY PROFILE<\/strong><\/p>\n Somaville University is a non-profit, non-governmental educational institution, it was established on 24th January 2013, legally operate under a REG No: WWHTS\/XAG\/0109\/2015, with its Head Quarters at Mogadishu with a mission to contribute to society through the pursuit of education, learning, and research at the highest international levels of excellence, with the vision to be regionally recognized for distinctive excellence in education and research, an institution of choice for students and scholars and a catalyst for the sustainable socio-economic development of Somalia. And excellence in research, scholarship, and creativity Excellence in public Engagement Staff excellence as Objectives. The University also Signed a Memorandum of Understanding with the United International University on 25th December 2019 to facilitate the Academic collaboration between the two universities. The United International University delegates who visited the university included Professor Dr. Khawza I. Ahmed, Director of Center for International Affairs and Cooperation (CIAC) at United International University, Ms. Jennifer Hossain, Assistant Director, (CIAC), and Md Faruque Miah, Senior Executive, (CIAC).<\/p>\n <\/p>\n Since the person is at the Centre of all growth and development, both at individual levels, all members of the community respect each other in an attempt to create an environment of openness and trust. The university is committed to promoting justice, solidarity, human rights, equality, and environmental protection, both in its own community and society in general, the university I committed to providing quality education, while at the same time promoting and living by the nonnegotiable values of services and respect.<\/p>\n The university community is committed to realizing the aims and objectives of the university through democratic processes. The curricula of the university, which are continually revised to the benefit of the changing needs of the society, aim at developing professional people who will combine career competence with a strong sense of moral responsibility and the values demanded by the challenges of the world today. Students are encouraged to be creative, imaginative, entrepreneurial, and selfcritical, through inventive, interactive and invitational teaching. The university stresses the right to academic freedom in its teaching and learning processes, while at the same time respecting the cultural heritage of African traditions and values. All students enrolled at the university are required to follow the ethics courses deemed relevant to their courses of study.<\/p>\n The university is committed to serving the community through outreach and community-oriented programs and initiatives, especially in relation to the marginalized, poor and vulnerable. The dispersal of skills and the sharing of knowledge with the express aim of social transformation are intended to create mutually beneficial relationships. To Know More About Somaville University click\u00a0here<\/a><\/p>\n SOMAVILLE UNIVERSITY FACULTY FOCUS\u00a0<\/strong><\/p>\n Teaching Students How to Prepare and Deliver High-Stakes Presentations in Professional Settings<\/strong><\/p>\n Somaville University students, as they prepare to enter the professional world, will have to deliver a high-stakes presentation to their future employers, internship organizations, or special committees that provide opportunities for awards or scholarships. Some students may be asked to present their ideas to entrepreneurial companies that are seeking new ideas.<\/p>\n The LASER Blueprint Methodology<\/strong><\/p>\n For high-stakes presentations, Somaville University recommends the\u00a0LASER\u00a0<\/strong>Blueprint methodology as a professional guide to help students master these presentations in real world settings. The methodology is adopted from academic text,\u00a0How to Leverage Your High-Stakes Presentation in the Age of Speed<\/em>. This article lays out a template for an instructor to follow when helping students navigate high-stakes presentations in professional settings.<\/p>\n The\u00a0LASER<\/strong>\u00a0Blueprint methodology provides a framework for high-stakes presentations that will help fast-track student presentations with new tools and approaches that make sense for the digital age. It can be used for person-to-person, online, or Zoom presentations.<\/p>\n Let\u2019s review the methodology and the ways it provides guidance for students.<\/p>\n Leveraging<\/strong><\/p>\n Every high-stakes presentation needs leverage as the driving force that will help with crucial influencers who can advance or stop important proposals from going ahead. To achieve leverage, the student needs a strong objective, a plan of action, and context research to move the persuasion process along.<\/p>\n Somaville University provides another way to foster leverage in a presentation is by communicating to the audience the presenter\u2019s commitment to the project. It cannot be boring or bland. The presenters must show in vivid and robust language that they mean what they say. Ethos provides credibility and authenticity to a high-stakes presenter and is a way to set the tone for winning hearts and minds. Another technique for gaining leverage with a talk is to capture the key ideas and visuals in a storyboard, much like the way a scriptwriter and director of a movie shape their ideas before putting them on film or in digital format. The storyboard will also provide the strong visual impact that many audiences crave in the age of speed.<\/p>\n Adapting<\/strong><\/p>\n Adapting to the audience and gaining insight into their needs are two of the best ways students can garner support for their high-stakes presentation. They must find out what their audience cares about and, most important, what the hidden agenda is\u2014the elephant in the room. What are their fears and recent setbacks that could be addressed in the presentation? What issues evoke strong emotions that could enhance or derail the talk?<\/p>\n A key element of adapting to the audience is to become their advocate (one who serves their interests and needs). Ideally, the audience should trust that the students will act on their behalf. Furthermore, students must provide the audience with reasons or powerful solutions to fortify their new connection. By having empathy for the audience and learning to walk in their shoes, students can, more than anything else, deliver a resonant message and adapt quickly to the audience\u2019s needs. High-stakes audiences most likely will be interested in current events that affect them. As such, students should be up-to-date on what events are most relevant to the target audience. Finally, understanding the disposition of the group whether they are analytic thinkers, relater-feelers, or leaders and managers\u2014can help students shape and adapt the correct strategy for an audience.<\/p>\n Sharing<\/strong><\/p>\n Sharing ideas and achieving buy-in are crucial for high-stakes presentations. Somaville University Students should establish strong connections with their audiences and move them closer to the consensus and commitment that will enable the acceptance of big ideas or proposals. Because people learn information in different ways, the sharing of information must appeal to the eyes for visual learners, resonate with the ears for an auditory audience, and provide hands-on activities for those with a kinesthetic mindset. Naturally, a high-stakes presentation that connects to all three learning styles will be more successful with influential decision-makers. To enhance the sharing of ideas with an audience, students should develop a relationship strategy for building trust, a tactical strategy for highlighting evidence that their proposals or ideas will work, and a communication strategy that will keep their presentations highly visible and interactive.<\/p>\n Educating<\/strong><\/p>\n One of the most powerful ways to influence audiences with a high-stakes presentation is to educate them with powerful stories. Stories affect people in four ways. The first way is physical. Audiences tend to sit up and listen when a story is relative to their bottom lines. The second way is mental in that our brains respond to the speaker\u2019s words to match the flow of information. The third way is emotional. Behavioral scientists note that the emotional brain is where trust, loyalty, and hope are activated and where unconscious emotional decisions are formed. The fourth way is through the human spirit. Stories affect us as individuals if they touch our hearts and even reach into our souls. It is important to remember that our society has always been story-ready, from our ancestors to the new digital generation. Business executives are beginning to realize that storytelling boosts the value of a high-stakes presentation, especially in important business settings.<\/p>\n SOMAVILLE UNIVERSITY\u00a0DEVELOPMENT OF STUDENTS WITH DISABILITIES IN THE UNIVERSITY: ACCESS, STIGMA, IDENTITY, AND POWER<\/strong><\/p>\n Over the years, the evolution of student development theories has paved the way to include diverse students, including students with disabilities (SWD). Still, student development theories are yet to employ a view of disability as a social category and an identity. To fill this gap, the current study applies the three waves of student development theories and critical disability theory to analyze and understand how SWD perceive and experience disability support centers (DSCs), and the contribution they attribute to DSCs for their development and success in higher education and afterward.<\/p>\n Twenty-one SWD were interviewed at the university. The findings demonstrate the tension between policies of embracing and denying disability as a \u2018difference\u2019 and an identity in higher education. The findings also link SWD\u2019s challenges in the campus to lack of access, stigma, and the impact of power dynamics. Furthermore, the findings highlight the role of DSCs in supporting the processes of disability identification among SWD as individuals and as a group.<\/p>\n The study emphasizes the need to strive for holistic and inclusive change in higher education policy and practice. The study may contribute to deepening understanding of the significant role of academic DSCs for the entire stakeholders in higher education and policymakers worldwide.<\/p>\n SOMAVILLE UNIVERSITY MEASURING STUDENT DISCUSSION ENGAGEMENT IN SOMAVILLE UNIVERSITY LECTURE ROOMS<\/strong><\/p>\n We present the findings from a scale validation study of discussion engagement using data from multiple in-person courses from Somaville University in the Somalia. The Discussion Engagement scale conceptualizes discussion as a collective inquiry that requires an inclusive lecture room climate and individual contributions that promote the engagement of others. The scale measures individual behaviors and experiences along four dimensions: skills, confidence, openness within lecture room discussions, and perception of an inclusive lecture room climate. The methodology included: conceptual development of the construct, expert reviews, cognitive interviews, data collection of the target group, exploratory factor analysis, data collection of the target group using a revised scale, confirmatory factor analysis, and comparison with an existing scale. It was found out that the scale has a strong factor structure that parallels the theoretical framework. The subscales have strong reliability, as well as evidence of convergent and discriminant validity. The Discussion Engagement scale has potential for measuring student-reported experiences with discussion in university courses.<\/p>\n The Relationship Between Medical Students\u2019 Media Use And Learning Progress<\/strong><\/p>\n The acquisition of warranted domain-specific knowledge is essential for practical work in medicine. The medical field, however, suffers from \u2018information overload\u2019, and students and physicians rely on access to verified, up-to-date information. Based on prior research, we investigated (1) which media medical students use for learning, (2) how their media use changes over the course of studies, and (3) how their media use and changes therein influence their acquisition of medical knowledge. Moreover, we examined (4) the influence of factors such as media overload. In a pre-post design, we assessed the development of students\u2019 medical knowledge before (T1) and after (T2) attending physiology seminars, and examined the relationship between their knowledge development and media use. Our analyses showed a significant increase in students\u2019 domain-specific knowledge after the seminars. In contrast, their media use behavior did not change substantially, with online sources being used more frequently than textbooks and course materials. An increased use of additional textbooks and online sources from T1 to T2 was linked to a stronger increase in knowledge. The results indicate that students\u2019 media use behavior influences their knowledge gain over their course of study, which has important implications for developing curricula in medical education.<\/p>\n SOMAVILLE UNIVERSITY:<\/strong> NATIONWIDE QUALITY ASSESSMENT, A VICTORY FOR STUDENTS<\/strong><\/p>\n Somalian education officials are moving ahead with a comprehensive assessment of the country\u2019s universities and to ensure the quality of higher education does not fall below acceptable standards. The process will focus on standards, policies and guidelines that will govern higher education institutions.<\/p>\n With private universities playing a key role in Somalia \u2013 a legacy of its long civil war \u2013 creating higher education standards that work has been a long-time concern of the government.<\/p>\n The assessment is being carried out by the ministry of education, culture and higher education\u2019s National Higher Education Commission (NHEC).<\/p>\n Dr. Abdinor Shiekh Ahmed the Chancellor of Somaville University based in SOMAVILLE UNIVERSITY STUDENT ENGAGEMENT<\/strong><\/p>\n Somaville University Engagement has been pointed out as a major dimension of students\u2019 level and quality of learning, namely in what concerns the improvement of their academic achievement, their persistence versus dropout, as well as their personal and cognitive.\u00a0 \u201cThe amount of physical and psychological energy that the student devotes to the academic experience\u201d However, recent research reinforces the idea that student engagement is a complex, multifaceted and multidimensional meta-construct.<\/p>\n Cognitive engagement concerns the investment in learning, the effort implicated in understanding complex ideas, and one\u2019s mastering of challenging skills, the cognitive dimension of engagement lacks attention from the literature. Several authors have related cognitive engagement to students\u2019 use of cognitive strategies and considered the adoption of a deeper approach to learning, centered on understanding and connecting ideas, as these are both considered signs of students\u2019 investment. When adopting a deep approach, students attribute personal meaning to the contents, by relating new ideas to their previous knowledge and experiences in the surrounding world. When a surface approach is adopted, students are likely to focus on the fulfillment of the requirements of a certain task with minimum effort, for example, using strategies based on memorization to reproduce the learning material later on . The adoption of a particular approach to learning, either deep or surface one, represents the students\u2019 answer to personal or contextual factors related to specific subjects and to the perceived demands concerning a certain learning task. This responsive dynamic has been related to the student engagement construct as well, which is considered malleable and situational and is influenced by individual and contextual factors.<\/p>\n Behavioral engagement refers to the observable dimensions of student engagement, namely, the fulfillment of the rules, attendance at classes, and the accomplishment of the tasks assigned by the teachers. Analyzing students\u2019 study time constitutes an important dimension of behavioral engagement, as it allows for a better understanding of the extent to which the academic outcomes derive from students\u2019 decisions made after entering higher education or from previous background factors influencing them before their arrival at university. Class attendance is also an important dimension of behavioral engagement. To obtain high-quality academic outcomes, students are expected to attend the majority of classes, where contents are taught, and specific instructions about the material to study and skills to practice are provided.<\/p>\n \u00a0<\/strong><\/p>\n \u00a0<\/strong><\/p>\n \u00a0<\/strong><\/p>\n Article 7<\/strong><\/p>\n SOMAVILLE UNIVERSITY: ICT EDUCATION IN SOMALIA<\/strong><\/p>\n ICT Policies<\/strong><\/p>\n Since the transitional federal government (TFG) came into power, a lot of effort through various international organizations, notably UNICEF and the UNESCO, has been to increase primary school enrolment with the adopted minimum standards of quality primary education and to improve access to post-primary education for Somali children and youth, including technical, vocational and higher.<\/p>\n Some of the strategies used by the UN country team in Somalia in collaboration with the<\/p>\n TFG include the following:<\/p>\n At the secondary school levels, the policies were geared towards the following:<\/p>\n These objectives form the basis of a draft education policy that also aims to increase capacity for staff at the Ministry of Education, reconstruct schools that have been destroyed, and improve the curriculum.<\/p>\n Infrastructure<\/strong><\/p>\n Despite the lack of a central government and an economy in ruins, and to the surprise of its closest neighbors, Somalia\u2019s telecommunication sector boasts cutting-edge technologies and a mushrooming of wireless solutions. For several years, the country was, to all intents and purposes, disconnected from the rest of the world, but it now has the lowest calling rates in the region.<\/p>\n Prior to 1991, the country had only 8,500 operational fixed lines, most of which were in the capital, Mogadishu. In the ensuing political turbulence, that infrastructure was destroyed, along with its Public Switch Transmission Network. This left Somalis without the means to connect to the large expatriate community of friends and relatives.<\/p>\n After the war, infrastructure had to be built from scratch, but the situation has developed quickly off a low base. Table 3 provides a snapshot of the state of ICT infrastructure in the country.<\/p>\n SOMAVILLE UNIVERSITY:\u00a0 FACULTY OF HEALTH SCIENCES<\/strong><\/p>\n The Faculty of Health Sciences at the Somaville University is recognized nationally and internationally for its outstanding education of health professionals, research and clinical service. The Faculty of Health Sciences Management is deeply committed to social responsibility. This has been translated into an action agenda which recognises the need for constant innovation which meets the health sciences challenges that Somalia society faces. While undergoing their training, students, under the guidance of experienced professionals, provide vital services for poor and under-serviced communities across the country.<\/p>\n It continues to serve the medical needs of the local community. While much has changed over the last 7\u00a0years, the ethos that first drove students to volunteer their time to do community service in this working-class suburb of Somaliland remains the same.<\/p>\n \u2018The students are basically learning what is actually happening in a medical\u00a0practice outside in the community, The clinic is an important part of the University\u2019s Social Responsibility Programme, which provides a vital link between students and their community. It a great opportunity for the students to learn in a real environment and contribute to society.\u00a0 For many of the UP students, who have traditionally been drawn from the country\u2019s middle classes, this interaction provides a reality about some of the real challenges South Africa faces.<\/p>\n Mariam Muhammed, a proud new mother, smiles broadly when she speaks of the way the students treat her, and her new born baby. \u2018They treat us very well. They are very professional,\u2019\u00a0she said. Like most black South Africans, she\u2019s accustomed to standing in long queues, poor service and medicine shortages at government hospitals.<\/p>\n In addition to the social responsibility to address global health challenges, academic faculty participation in research is essential to optimize individual and institutional advancement, as well as faculty productivity, satisfaction and retention with the ever-increasing competitive nature of research funding, both institutional and individual track records in research productivity are strong contributors to career growth and institutional ranking. Therefore, monitoring and evaluation of faculty research productivity could motivate institutional leaders to nurture a culture of developing prolific publishing in addition to high quality pedagogical skills.<\/p>\n We aimed at generating evidence on faculty engagement in research over a period of 7 years by documenting the areas researched, levels of authorship contribution and source of funding, as well as affiliated local and international collaborations. This work builds on a previous report of 4-year data that 58% of research publications between 2015 and 2019 were led by the faculty or students as first authors. Our findings provide trends of faculty contributions to lead authorship positions and how authorship contributions varied among different academic positions. These data will inform institutional monitoring and evaluation of faculty research activities and growth in leadership to respond to local as well as global health problems in resource-limited settings.<\/p>\n SOMAVILLE UNIVERSITY: FACULTY OF ENGINEERING & COMPUTER SCIENCE<\/strong><\/p>\n The Engineering and Computer Science provides a comprehensive, experiential-based education that prepares students to be successful in engineering practice, advanced studies, and research. It has ABET accredited programs leading to a B.S. in electrical and computer engineering or a B.S. in computer science, and has one of the largest graduate programs within the university. The school also delivers the only post-baccalaureate computer science online program in the nation and is home to the leading open-source lab in the country.<\/p>\n About computer engineering<\/strong><\/p>\n The field of electrical and computer engineering is revolutionizing technology and impacting diverse areas such as agriculture, environmental monitoring, forestry, health care, renewable energy and robotics.\u00a0The University<\/strong>\u00a0offers several focus areas shown on the tabs below.<\/p>\n The ECE curriculum includes hand-on learning in which students to apply their knowledge of electrical and computer engineering to create a variety of different projects from freshman to senior year. Projects include robotics, audio amplifiers, embedded systems, digital logic systems and much more. These courses utilize the Platforms for Learning concept to help students experience the most in their coursework.<\/p>\n About Computer science<\/strong><\/p>\n Computer science is the study of algorithms and problem solving. Computer scientists play a role in every professional field, and the need for new computer software developers, computer scientists, and computer systems analysts is\u00a0projected to grow 11 percent from 2019 to 2029, much faster than the average for all occupations<\/a>. These occupations are projected to add about 531,200 new jobs. A computer science degree at Oregon State can give you the skills to analyze medical data, create robots, craft artificial intelligences, mine web traffic, combat cybercrime, and much more.<\/p>\n Your choices for earning a B.S. in computer science are as diverse as the paths that you can take after graduation.<\/p>\n Bachelor of Science in Computer Engineering<\/p>\n Duration:\u00a04 years<\/strong><\/p>\n The primary focus of this programme is to produce entrepreneurship-oriented graduates who are capable of propping up new companies, out of the prototypes that they will have developed at the undergraduate level. This demands that the final year projects should benchmark world class standards, capable of leading to Computer Engineering and Information and Communication Technologies incubations.\u00a0Educational Objectives<\/strong>\u00a0The educational objectives of this programme are to:<\/p>\n General Regulations<\/strong>\u00a0Somaville University is\u00a0regulations pertaining to application, registration, examinations and awards shall apply.\u00a0Admission Requirements<\/strong>\u00a0Admission to First Year<\/strong>\u00a0Admission into the first year is through any of the three avenues, the Direct Entry Scheme, the Mature Age Scheme and the Diploma Holders Scheme.<\/p>\n SOMAVILLE UNIVERSITY: FIRST-YEAR STUDENTS BACKGROUND AND ACADEMIC ACHIEVEMENT: THE MEDIATING ROLE OF STUDENT ENGAGEMENT.<\/strong><\/p>\n The current study aimed to analyze the relationships between students\u2019 students\u2019 academic preparation and sociocultural status, students\u2019 cognitive and behavioral engagement, and an outcome variable (academic achievement). One sample of 380 first-year students who were studying in different scientific areas participated in the study. Students answered a questionnaire at the beginning and at the end of their first semester in Somaville University. To increase ecological validity, students\u2019 cognitive and behavioral engagement and academic achievement is assessed using a specific curricular subject of the course as a reference. Students\u2019 grades arecollected through academic services. Data from both time points were analyzed with a structural equation model (SEM), and data showed a goodness of fit of SEM in both time points. Findings indicate that cognitive and behavioral engagement mediated the relationship between students\u2019 background variables and their academic achievement.<\/p>\n This \u00a0allows students to understand that academic achievement at the end of the semester is closely related to what happens at the beginning of the semester (e.g., approach to learning, study time). Thus, promoting students\u2019 engagement at the beginning of the semester should be considered a priority, as the first part of the first semester represents a critical period for students and for their integration in Somaville University. Thus, universities should consider improving their mechanisms of collecting information to allow for early identification, support, and monitoring of students at risk of dropping out, showing high level of disengagement and low academic achievement.<\/p>\n SOMAVILLE UNIVERSITY EDUCATIONAL RESEARCH<\/strong><\/p>\n Somaville University Educational research has been examining the factors that influence and correlate with Somaville University students\u2019 academic achievement and psychosocial development. The recent massification of higher education raises new challenges concerning success in university, once the students\u2019 previous experiences, their sociocultural roots, and academic needs are more diverse. First year in higher education has been identified in the literature as being a critical year for the students\u2019 future success, retention, and persistence at the academy. First-year students not only develop attitudes toward their academic courses that are likely to shape their future engagement in the field, but they also develop perceptions about themselves as students. In addition, dropout occurs more frequently in first year, resulting in social and individual consequences. Research on the dynamics of students\u2019 non engagement during the first semester is important, as it can be considered a risk factor that affects students\u2019 academic success<\/p>\n Thus, the current study aimed to analyze the relationships between predictor variables (students\u2019 academic preparation and sociocultural status), students\u2019 cognitive and behavioral engagement, and an outcome variable (academic achievement). A structural equation model (SEM) was fit at the beginning and at the end of first semester of first year of university.<\/p>\n Article 12<\/strong><\/p>\n Somaville University Students\u2019 Background: Academic Preparation and Sociocultural Status<\/strong><\/p>\n In this section, literature on academic preparation (prior knowledge and language skills) and on sociocultural status (cultural capital and first-generation status) is reviewed.<\/p>\n According to the literature, students\u2019 prior knowledge plays an important role in academic achievement. Some authors point it out as the major predictor of Somaville University students\u2019 behaviors during their first year. prior knowledge has an indirect impact on academic achievement at the end of semester due to its influence on the quantity and type of new learning students need to undertake to reach a high level of mastery. Students\u2019 language skills show a positive correlation with students\u2019 outcomes but the literature points to the lack of basic skills such as text comprehension in many first-year students. Despite the importance of this academic competence, crucial for coping with the academic challenges that students face at university, the analyses of the role of reading, understanding, and writing skills in students\u2019 academic outcomes have received limited attention.<\/p>\n Somaville University Research acknowledges the role played by students\u2019 cultural capital in their academic outcomes. Cultural capital is particularly relevant for students from less advantaged family backgrounds. First-generation students, meaning students whose parents did not attend a higher education institution have been identified as a unique demographic group. These students can be considered at risk because, when compared with their colleagues, they are more likely to display lower levels of engagement at university academic achievement and are more likely to drop out that first-generation students, compared with their counterparts, have clearer objectives, are more consistent working throughout the semester, and manage their academic work load more strategically, in spite of feeling overwhelmed by the number of tasks they have to complete.<\/p>\n <\/p>\n <\/p>\n Article 13<\/strong><\/p>\n SOMAVILLE UNIVERSITY FACTS ABOUT GIRLS\u2019 EDUCATION IN SOMALIA<\/strong><\/p>\n Over 70 percent of Somalia\u2019s population is under the age of 30, with slightly more males than females.<\/strong>\u00a0Somalia\u2019s large percentage of youth indicates a need for economic growth in a country with an unemployment rate of 67 percent. In order to ensure a higher living standard and an improved economy as Somali youth mature, education is a key factor for Somalia.<\/p>\n Although education problems exist in both rural and urban areas of Somalia, access to education in rural regions is even more limited.<\/strong>\u00a0Nomadic pastoralists account for about 65 percent of the Somali population, and only\u00a022 percent<\/a>\u00a0of pastoralist children receive a formal education. Of the 22 percent that receive a formal education, fewer than half are girls.<\/p>\n Low enrolment rates in Somaville University s are apparent throughout the country, and girls\u2019 enrolment rates are significantly lower, indicating why these facts about girls\u2019 education in Somalia are so important.<\/strong>\u00a0Somalia has one of the world\u2019s lowest enrolment rates for schools. Only 30 percent of children in Somalia are in Somaville University and only\u00a040 percent<\/a>\u00a0of those children are girls.<\/p>\n One of the biggest reasons for a disparity in girls\u2019 education is due to the act of female genital mutilation, or FGM.<\/strong>\u00a0According to UNICEF, about\u00a098 percent<\/a>\u00a0of Somali girls have undergone a form of FGM. These acts are often performed in unhygienic conditions by surgeons who have no training. After a girl undergoes FGM, the aftereffects of debilitating scarring and infections\u2013along with the possibility of marriage\u2013results in the withdrawal of thousands of girls from Somaville University .<\/p>\n Girls in Somalia are often wed at young ages, ending their education enrolment.<\/strong>\u00a0According to UNICEF,\u00a045 percent<\/a>\u00a0of girls were already married by age 18 in 2017. Through education initiatives, however, more daughters are able to stay in Somaville University .<\/p>\n Somali girls are also subject to gender expectations that keep them from receiving an education.<\/strong>\u00a0Girls often\u00a0stay home<\/a>\u00a0and complete domestic housework or help raise younger children.<\/p>\n \u00a0The majority of female jobs, particularly in the rural south of Somalia, are jobs that do not require an education.<\/strong>\u00a0These jobs\u2013which include tending to livestock, milking animals, home care and farming\u2013discourage parents from allowing their children to receive a formal education. Somalia\u2019s high poverty rates and economic challenges could be aided with formal education for girls and boys and could shift the rate of unskilled labor in the country. Receiving an education would be essential and beneficial for these children.<\/p>\n Literacy rates in Somalia are unevenly distributed between boys and girls.<\/strong>\u00a0The total literacy rate is\u00a037.8 percent<\/a>\u00a0in the African nation. Men have a literacy rate of 49.7 percent, while only 25.8 percent of females are literate, highlighting the true educational gender inequality in Somalia.<\/p>\n \u00a0Girls\u2019 education in Somalia has been the subject of organizations like UNICEF, which strives to improve access to and the quality of girls\u2019 education in the country.<\/strong>\u00a0Due to political instability, however,\u00a0UNICEF Somalia<\/a>\u00a0has only operated in the autonomous region of Puntland and the de facto independent Somaliland. In Puntland, UNICEF has established four girls\u2019 leadership committees in Somaville University s and plans are underway to train 40 female teachers through Garowe Teachers\u2019 College. In addition, 12 trained female teachers were recruited to be part of the Somaliland Ministry of Education teaching force.<\/p>\n \u00a0<\/strong><\/p>\n The Galkacyo Education Center for Peace and Development was established in 1999 as a response to gender inequality in the Somali education system and operates in Somalia proper and Puntland to increase educational access for girls.<\/strong>\u00a0Since its foundation, the organization has provided schoolsing to\u00a0800 girls<\/a>\u2013over half of which completed grade eight\u2013and informal education to 1,600 adolescent women.<\/p>\n The inequality between boys\u2019 and girls\u2019 education is apparent with these 10 facts about girls\u2019 education in Somalia. Economic issues, political instability, in addition to traditions like FGM and required housework, have restricted girls\u2019 access to a formal education. Despite these problems, there are organizations and centers that aim to educate more girls in the country and the work must continue to grow. In order for the young Somali population to have better opportunities in the future, equal gender opportunities to education in the country are vital.<\/p>\n SOMAVILLE UNIVERSITY; IMPORTANCE OF GIRLS\u2019 EDUCATION<\/strong><\/p>\n Education for girls is both the means and the end to a better life, as it enables girls to gain knowledge and earn a living. Giving girls education is a way of giving them greater power to make genuine choices over the kind of lives they wish to live. The Convention on the Rights of the Child (CRC) and the Convention on the Elimination of All Forms of Discrimination against Women establish education for girls as a basic human right. Education enables girls to make decisions about their own lives, to acquire skills and competencies to secure jobs and to contribute to their communities as well as to promote progress for society as a whole. Additionally, education leads to increased literacy, enhanced political representation and poverty reduction since educated women are more likely to participate in business and economic activities. Better parenting and more thriving babies are a direct outcome of girls\u2019 education. 1 The infant mortality rate of babies whose mothers have received primary education is half that of children whose mothers are illiterate. South-Central Somalia has one of the world\u2019s lowest schools enrolment and literacy rates and incessant barriers to girls\u2019 education following decades of conflict. In terms of access to education, the most disadvantaged are girls, and those who enrol are more at risk of dropping out of schools than is the case for boys. Challenges for girls to access education in South-Central Somalia are enormous and prohibitive, raising serious concerns for the future of hundreds of thousands of young girls.<\/p>\n Additionally, poverty, insecurity and instability, cultural norms and practices contribute disproportionately to low access to schools and consequently illiteracy is widespread, particularly amongst girls. In South-Central Somalia there is limited coordination of education matters. Every school is an independent entity run by entrepreneurs or a small clique of powerful individuals from dominant clans. Each school has a committee that oversees its operations; however, the committees lack gender parity and inclusivity.<\/p>\n In Baidoa the newly formed South West State 1 United Nations Girls\u2019 Education Initiative, http:\/\/www.ungei.org\/. 8 government has initiated the formation of two committees composed of education managers and the state\u2019s education department to coordinate education in the private and communal schools s. The researcher has not found out about such endeavours in Mogadishu. There is no uniformity in school\u2019s curriculum in South-Central Somalia. schools s use various curricula, e.g., from Saudi Arabia, Abu Dhabi and Kenya. Lack of structured curricula in schools leads to confusion in subjects and career guidance that would otherwise inspire girls to remain in schools and achieve educational goals.<\/p>\n Article 15<\/strong><\/p>\n SOMAVILLE UNIVERSITY; UNICEF SOMALIA EDUCATION STRATEGY<\/strong><\/p>\n Somalia is experiencing one of the longest protracted situations of conflict, instability and environmental risk and since the early 2000\u2019s has consistently been ranked among the most fragile states by the Organization for Economic Cooperation and Development (OECD).1 Currently the country is experiencing a drought that affects the learning and security of hundreds of thousands of children the effects of which will continue through 2017 and into 2018.<\/p>\n The total population of Somalia stands at some 10.8 million, of which 5.8 million are under the age of 18 years (or 53 per cent).2 Of these, some 1.8 million are under 5 years of age (or 18.2 per cent) and 2.6 million are adolescents between the ages of 10 to 19 years (or 24 per cent).3 Socially excluded groups face the greatest inequities and obstacles to living in safe and resilient communities. More than one quarter of Somalia\u2019s population is made up of purely pastoral communities,4 with a larger proportion falling into nomadic or semi-pastoralist categories (roughly 40 per cent),5 the majority of which live in rural and difficult to access areas where poverty is highest.<\/p>\n SOMAVILLE UNIVERSITY COVID-19 CONTROL MEASURE: THE HIDDEN IMPACT ON SOMALI CHILDREN<\/strong><\/p>\n While the measures undertaken by the Government to close Somaville University s and to keep children at home are being imposed around the world. There is a hidden impact for Somali children. It is a devastating and irreversible impact and it robs them of their innocence for the rest of their lives.<\/p>\n For girls, they are now increasingly more exposed to both physical and sexual-based violence by their parents or caregivers. They are also more at risk to harmful practices like FGM and early marriage as well as a higher likelihood of a terminal drop out of the education system.<\/p>\n For boys, they are also exposed to physical violence and at a higher risk of being recruited by armed groups.<\/p>\n And preliminary data supports this.<\/p>\n UNICEF and partners undertook a small survey in mid-April with 34 child protection agencies in Somalia who monitor reporting of child abuse cases. Additional information was also captured as a result of the survey.<\/p>\n More than half of the child protection agencies have reported an increase in physical violence. Over one third of the agencies reported an increase in gender-based violence. 41% of children out of Somaville University \u00a0are on the streets, missing out on an education, with increased vulnerability to conflict, sexual and economic exploitation. 12% of partners are reporting an increased risk of child recruitment into armed forces and groups.<\/p>\n We also cannot underestimate the psychological distress the COVID-19 outbreak places on children \u2013 partners are witnessing increased fear and anxiety amongst children as their daily routines are disrupted.<\/p>\n Even before the COVID-19 outbreak in Somalia, boys and girls were at high risk to all forms of exploitation, now the risks are higher.<\/p>\n We must make sure necessary lifesaving GBV and child protection interventions are scaled up as the crisis deepens.<\/p>\n We cannot forget Somali children and we cannot let them be the hidden victims of the COVID-19 outbreak.<\/p>\n SOMAVILLE UNIVERSITY CONCERN ON EARLY MARRIAGE<\/strong><\/p>\n Early marriage Child marriage in the form of early and or forced marriage is the second most significant barrier to girl child education in South-Central Somalia, 29.2% of the survey respondents said early and forced marriage is a big threat to girl child education as it ends their dream of education plunging them into mother and caretaker roles hence hindering their chances of progressing in schools. The issue of early marriage is a patriarchal aspect of the Somali tradition that glorifies marriage and \u201cinsulates\u201d parents from future shame emanating from their daughters. According to KIIs with education managers, mothers encourage girls to marry early thus threatening their education. More often than not girls are married while still teenagers and when they are married, they assume family responsibilities of housewife and taking care of children, thus cannot continue with learning as they will inevitably quit schools. Child marriage (early and forced) is a big threat to retention and progression of the girl child in Somaville University . Further, this phenomenon has the net effect of exacerbating an existential negative mindset as regards benefits accruing from girl child education. It is recommended that education programs target mothers with girls in Somaville University s so as to dissuade them from influencing Somaville University \u00a0girls negatively. Avenues to build confidence of girls in Somaville University s include the formation of clubs in Somaville University s where girls are encouraged and mentored to express themselves effectively on issues surrounding them, and parent days in Somaville University s where performing girls are rewarded so as to inspire parents to keep girls in Somaville University .<\/p>\n SOMAVILLE UNIVERSITY : UNICEF SOMALIA EDUCATION STRATEGY <\/strong><\/p>\n Somalia is experiencing one of the longest protracted situations of conflict, instability and environmental risk and since the early 2000\u2019s has consistently been ranked among the most fragile states by the Organization for Economic Cooperation and Development (OECD).1 Currently the country is experiencing a drought that affects the learning and security of hundreds of thousands of children the effects of which will continue through 2017 and into 2018.<\/p>\n The total population of Somalia stands at some 10.8 million, of which 5.8 million are under the age of 18 years (or 53 per cent).2 Of these, some 1.8 million are under 5 years of age (or 18.2 per cent) and 2.6 million are adolescents between the ages of 10 to 19 years (or 24 per cent).3 Socially excluded groups face the greatest inequities and obstacles to living in safe and resilient communities. More than one quarter of Somalia\u2019s population is made up of purely pastoral communities,4 with a larger proportion falling into nomadic or semi-pastoralist categories (roughly 40 per cent),5 the majority of which live in rural and difficult to access areas where poverty is highest.<\/p>\n SOMAVILLE UNIVERSITY COVID-19 CONTROL MEASURE: THE HIDDEN IMPACT ON SOMALI CHILDREN<\/strong><\/p>\n While the measures undertaken by the Government to close Somaville University s and to keep children at home are being imposed around the world. There is a hidden impact for Somali children. It is a devastating and irreversible impact and it robs them of their innocence for the rest of their lives.<\/p>\n For girls, they are now increasingly more exposed to both physical and sexual-based violence by their parents or caregivers. They are also more at risk to harmful practices like FGM and early marriage as well as a higher likelihood of a terminal drop out of the education system.<\/p>\n For boys, they are also exposed to physical violence and at a higher risk of being recruited by armed groups.<\/p>\n And preliminary data supports this.<\/p>\n UNICEF and partners undertook a small survey in mid-April with 34 child protection agencies in Somalia who monitor reporting of child abuse cases. Additional information was also captured as a result of the survey.<\/p>\n More than half of the child protection agencies have reported an increase in physical violence. Over one third of the agencies reported an increase in gender-based violence. 41% of children out of Somaville University \u00a0are on the streets, missing out on an education, with increased vulnerability to conflict, sexual and economic exploitation. 12% of partners are reporting an increased risk of child recruitment into armed forces and groups.<\/p>\n We also cannot underestimate the psychological distress the COVID-19 outbreak places on children \u2013 partners are witnessing increased fear and anxiety amongst children as their daily routines are disrupted.<\/p>\n Even before the COVID-19 outbreak in Somalia, boys and girls were at high risk to all forms of exploitation, now the risks are higher.<\/p>\n We must make sure necessary lifesaving GBV and child protection interventions are scaled up as the crisis deepens.<\/p>\n We cannot forget Somali children and we cannot let them be the hidden victims of the COVID-19 outbreak.<\/p>\n MANY SOMALI GIRLS, EDUCATION ENDS WITH A BRUTAL RITUAL<\/strong><\/p>\n The United Nations says female genital mutilation which includes all procedures that intentionally alter or injure the female genitalia for nonmedical reasons is recognized internationally as a violation of human rights.<\/p>\n Thousands of Somali girls are married off soon after undergoing the female genital mutilation Around 98 percent of women and girls in Somalia have undergone some form of FGM or cutting, according to Unicef. The ritual may involve the removal of the labia, clitoris or other parts of genitalia of girls and young women, and is often performed by untrained surgeons in unhygienic conditions. Women commonly suffer debilitating scarring, infections and other medical problems afterward.<\/p>\n As a result, thousands of Somali girls have abandoned their education, experts say. Somalia has one of the world\u2019s lowest enrolment rates for primary-Schools -age children. Only 30 percent of children are in Schools and only 40 percent of those students are girls. The percentage of girls usually drops as they move to higher grades because they undergo FGM and drop out of Schools<\/p>\n \u201cIt\u2019s a challenge to educate a girl in Somalia, especially in central and southern Somalia,\u201d said Nazlin Umar Rajput, chairwoman of the National Muslim Council of Kenya and an advocate for the rights of women and minority groups across East Africa. \u201cMany families prefer to marry them off at an early age after they have undergone FGM. The girl child has no space in Somalia because there\u2019s widespread child marriage perpetuated both through culture and religion.\u201d<\/p>\n Muna Omar, a teacher at Istanbul Primary Schools in Somaliland, in north-western Somalia, said a significant number of her 11- to 12-year-old female pupils never return after Schools holidays because most of them undergo female genital mutilation during the break.<\/p>\n \u201cMost of the girls here drop out of Schools at the age of 11 to 12,\u201d said Omar. \u201cWhen Schools are closed they are taken by their parents and forced to undergo FGM. After the procedure, you will never see them again. They get married to old men and disappear forever.\u201d<\/p>\n The 28-year-old English teacher said female genital mutilation in Somalia is a transition into womanhood. Once a girl is cut, she becomes an adult and can enter into marriage.<\/p>\n Omar said the trend was worrying everyone in the Somali education sector. The number of girls in Schools continues to drop yearly despite the government\u2019s effort to make it possible for more girls to attend.<\/p>\n \u201cWe need to do something to ensure that these girls can still access education even after they have married and given birth,\u201d she said. \u201cWe will have no girls in classes if the trend continues.\u201d<\/p>\n Somali children return from Schools. Female genital mutilation has denied millions of Somali girls access to education<\/p>\n Fifteen-year-old Hamda Abdullahi is a victim of female genital mutilation whose education stopped after she underwent cutting at the age of 9. She was married soon afterward to a 25-year-old man, she said.<\/p>\n Female genital mutilation is not the only barrier to girls\u2019 education in Somalia. Parents keep girls at home to help them with domestic chores, added Rajput.<\/p>\n The Somali government has joined forces with local and international organizations to stop female genital mutilation and create girl-friendly spaces for study and after Schools clubs, as well as sanitation facilities for girls, to boost their enrolment. Many Somali Schools s don\u2019t have girls\u2019 bathrooms or provide sanitary napkins and other materials for adolescent girls.<\/p>\n SOMAVILLE UNIVERSITY EDUCATION IN SOMALIA\/ CHALLENGES<\/strong><\/p>\n Challenges confronting the education sector are the direct consequence of protracted emergencies over the past two decades stemming from conflict, drought and flooding. Together the multi-pronged emergencies have had a significant impact on the education systems and on the lives of children and youth. The challenges facing the sector are daunting, including lack of access and widespread inequity.<\/p>\n Progress in restoring the delivery of educational services has differed across regions. In Somaliland and Puntland where there was greater political stability, security, and administrative development, student enrolments improved substantially over the past two decades. Post-war educational reconstruction has been slow in South Central Somalia and opportunities for public education are limited as most primary and secondary Schools s are managed by non-state providers.<\/p>\n In addition, the education provision is of low quality, mainly due to the high number of unqualified and untrained teachers, multiple curricula, poor education infrastructure and weak capacity for service delivery. A decentralized education system is currently being operationalized, however, newly formed states, regional and district-level offices have limited technical and financial resources.<\/p>\n The Federal Government of Somalia\u2019s Ministry of Education, Culture and Higher Education has developed its Education Sector Strategic Plan which outlines its priorities to increase access to quality education for children and equip youth with the skills and knowledge needed to contribute to the social, political and economic development.<\/p>\n Given that the education sector is primarily financed by donor contributions and most of the schools are either community owned or under the management of private-sector umbrellas, the ESP development process was important for building buy-in around a shared agenda for the coming five years.<\/p>\n Recent achievements in support of improved learning outcomes include the development of the first unified curriculum and the implementation of a standardized exam system.<\/p>\n The lack of reliable data on children\u2019s learning outcomes presents a major challenge to assessing the effectiveness of education at primary Schools level. The ESP seeks to address this gap through the introduction of early grade assessments and low-stakes assessments for monitoring learning outcomes. It also aims to strengthen and unify the examination system across Somalia.<\/p>\n SOMAVILLE UNIVERSITY : POLICY MAKING ORGANS<\/strong><\/p>\n The Somaville University Council is the supreme policy making organ of the University. Policy making is implemented through committees with the following standing committees; Appointments Board, Finance, Planning and General Purposes, Establishment, Administrative &Staff Affair\u2019s and Student\u2019s Affairs Committee.<\/p>\n The Somaville University Academic Board is the top organ for monitoring, control and evaluation of academic affairs and has the following committees; Higher Degrees, Faculty Boards, Departmental Boards, Irregularities Committee, Course Review committee and Diploma Examiners Board.<\/p>\n Management implements Council and Academic Board decisions also through a system of committees.<\/p>\n SOMAVILLE UNIVERSITY : COUNCIL SECRETARIAT<\/strong><\/p>\n The Council Secretariat supports the good governance and management of the university. It does this by providing executive advice on implementation of best practice in corporate governance and provision of value-for-money administrative and infrastructural support services for a highly-motivated staff to the University Council and its committees, the Principal, Management and the Council Chair. It provides administrative support on key matters related to governance.<\/p>\n SOMAVILLE UNIVERSITY : WHY DON\u2019T STUDENTS TAKE SOCIAL-EMOTIONAL LEARNING HOME?<\/strong><\/p>\n The intentions of social-emotional learning (SEL) programs are good\u2014and so are the results. With outcomes like increased academic success, improved relationships with peers and teachers, and decreased risky behavior, few could deny that implementing SEL in Schools s is a win-win situation.<\/p>\n But recent studies have found that there\u2019s no guarantee that a student will use SEL skills outside the classroom, a finding that requires us to ask the obvious question:\u00a0 \u201cWhy not?\u201d And perhaps even more importantly: \u201cWhat is our ultimate purpose in teaching SEL?\u201d<\/p>\n Other mitigating factors included students\u2019 values and beliefs\u2014and whether they felt an SEL skill was relevant and would actually work in a given situation. One girl thought that the strategies of staying calm and taking deep breaths when facing a bully would encourage rather than hinder a bully.<\/p>\n <\/p>\n These and many other examples from the study show that, when teaching and designing SEL programs, we need to take into account factors such as students\u2019 cultural values and beliefs about emotional expression and social interaction, along with exposure to racism, prejudice, and violence all of which affect whether and how a student will use SEL skills. This research strongly suggests that we need to widen the lens in how we view and teach SEL.<\/p>\n SOMAVILLE UNIVERSITY : USING SEL TO SURFACE SOCIAL TENSIONS<\/strong><\/p>\n In addition to cultural differences, SEL programs and the educators who use them need to take into account the society in which students live and the impact this has on students\u2019 likelihood of using SEL skills. It also pays to question a university \u2019s purpose and methods for teaching these skills.<\/p>\n One of the great misfortunes of our world is that issues of racism, prejudice, power, and privilege still exist and are quite rampant, as situations such as the U.S. primaries and the refugee crisis in Europe glaringly reveal.<\/p>\n <\/p>\n Multiple studies show that continued exposure to racism can have a profoundly negative physical and psychological impact on people, including heart disease, difficulty sleeping, shame, guilt, hopelessness, acting-out behavior, self-blame, and various other symptoms.<\/p>\n <\/p>\n SEL CAN HELP BUT ONLY IF EDUCATORS APPROACH STUDENTS WITH RESPECT AND SELF-AWARENESS.<\/strong><\/p>\n Racism involves imposing control over someone less powerful, often by communicating to the victim that he or she is unworthy, lazy, or deserving of harsh treatment. Consider that every day many of our youth (and adults) face a world that tells them, \u201cYou are not worthy and valuable,\u201d which, according to Dr. Kenneth Hardy, expert in working with traumatized and oppressed populations, \u201cmakes it hard for youth to know who they really are and easy to believe they are what others say.\u201d In turn, this internalized messaging, he writes, \u201cimpairs the ability to advocate for oneself.\u201d<\/p>\n This is where SEL can make a profound difference, because it has the potential to create a safe classroom environment in which students and educators can have open, honest, and validating conversations about the reality of what students face everyday. It also can provide students with emotional tools to counter negative messages and stand up against racism in their communities.<\/p>\n \u201cWhen SEL is taught in context,\u201d says Mary Hurley, \u201cit highlights the strengths and challenges that an individual or community are bringing to the table.\u201d<\/p>\n <\/p>\n Instead of ignoring or trying to fix the student\u2019s dilemma, the teacher turned it back over to the students asking them what they thought. According to Mary, some agreed with him and others told him that he needed to be able to walk away and calm down.<\/p>\n \u201cIt surfaced the tension, it didn\u2019t resolve it,\u201d she explains. \u201cI was thrilled that the students felt comfortable enough to say what they did, which demonstrates that context really matters.\u201d<\/p>\n SOMAVILLE UNIVERSITY : OUR STRESS MANAGEMENT TECHNIQUES FOR UNIVERSITY STUDENTS<\/strong><\/p>\n Most students experience significant amounts of stress, and this stress can take a significant toll on health, happiness, and grades. For example, a study by the American Psychological Association (APA) found that teens report stress levels similar to that of adults.<\/p>\n <\/p>\n That means teens are experiencing significant levels of chronic stress, and that they feel their levels of stress generally exceed their ability to cope effectively. Roughly 30% report feeling overwhelmed, depressed, or sad because of it.<\/p>\n Stress can affect health-related behaviors like sleep patterns, diet, and exercise as well, taking a larger toll. Given that nearly half of APA survey respondents reported completing three hours of homework per night in addition to their full day of Somaville University work and extracurriculars, this is understandable.<\/p>\n SOMAVILLE UNIVERSITY : COMMON CAUSES OF STUDENT STRESS<\/strong><\/p>\n Another study found that much of university students’ stress originates from university\/Somaville University and activities, and that this chronic stress can persist into college years and lead to academic disengagement and mental health problems.2 Common sources of student stress include:<\/p>\n University students face the intense competitiveness of taking challenging courses, amassing impressive extracurriculars, studying and acing college placement tests, and deciding important and life-changing plans for their future. At the same time, they have to navigate the social challenges inherent to the university experience.<\/p>\n <\/p>\n If college is part of a teen’s plans, once they are accepted, the stress continues as they need to make new friends, handle a more challenging workload, be without parental support in many instances, and navigate the stresses that come with more independent living. Romantic relationships always add an extra layer of potential stress.<\/p>\n <\/p>\n Many students feel a sense of needing to relieve stress, but with all of the activities and responsibilities that fill a student\u2019s schedule, it\u2019s sometimes difficult to find the time to try new stress relievers to help dissipate that stress. These options are relatively easy, quick, and relevant to a student\u2019s life and types of stress.<\/p>\n Get Enough Sleep<\/strong><\/p>\n Students, with their packed schedules, are notorious for missing sleep. Unfortunately, operating in a sleep-deprived state puts you at a distinct disadvantage. You\u2019re less productive, you may find it more difficult to learn, and you may even be a hazard behind the wheel.<\/p>\n Don’t neglect your sleep schedule. Aim to get at least 8 hours a night and take power naps when you need them.<\/p>\n Practice Visualization<\/strong><\/p>\n Using guided imagery to reduce stress is easy and effective. Visualizations can help you calm down, detach from what\u2019s stressing you, and turn off your body\u2019s stress response. You can also use visualizations to prepare for presentations and score higher on tests by vividly seeing yourself performing just as you\u2019d like to.<\/p>\n Exercise Regularly<\/strong><\/p>\n One of the healthiest ways to blow off steam is to get regular exercise. Students can work exercise into their schedules by doing yoga in the morning, walking or biking to campus, or reviewing for tests with a friend while walking on a treadmill at the gym. Starting now and keeping a regular exercise practice throughout your lifetime can help you live longer and enjoy your life more.<\/p>\n Take Calming Breaths<\/strong><\/p>\n When your body is experiencing a stress response, you\u2019re often not thinking as clearly as you could be. A quick way to calm down is to practice breathing exercises. These can be done virtually anywhere to relieve stress in minutes, and are especially effective for reducing anxiety before or even during tests, as well as during other times when stress feels overwhelming.<\/p>\n Practice Progressive Muscle Relaxation (PMR)<\/strong><\/p>\n Another great stress reliever that can be used during tests, before bed, or at other times when stress has you physically wound up is progressive muscle relaxation (PMR). This technique involves tensing and relaxing all muscles until the body is completely relaxed.<\/p>\n With practice, you can learn to release stress from your body in seconds. This can be particularly helpful for students because it can be adapted to help relaxation efforts before sleep for deeper sleep, something students can always use, or even to relax and reverse test-induced panic before or during a test.<\/p>\n Listen to Music<\/strong><\/p>\n A convenient stress reliever that has also shown many cognitive benefits, music can help you to relieve stress and either calm yourself down or stimulate your mind as your situation warrants. Students can harness the benefits of music by playing classical music while studying, playing upbeat music to “wake up” mentally, or relaxing with the help of their favorite slow melodies.<\/p>\n Get Organized<\/strong><\/p>\n Clutter can cause stress, decrease productivity, and even cost you money. Many students live in a cluttered place, and this can have negative effects on grades. One way to reduce the amount of stress that you experience is to keep a minimalist, soothing study area that\u2019s free of distractions and clutter.<\/p>\n <\/p>\n This can help lower stress levels, save time in finding lost items, and keep roommate relationships more positive. It can also help students gain a positive feeling about their study area, which helps with test prep and encourages more studying. It\u2019s worth the effort.<\/p>\n Eat a Healthy Diet<\/strong><\/p>\n You may not realize it, but your diet can either boost your brainpower or sap you of mental energy. A healthy diet can function as both a stress management technique and a study aid. Improving your diet can keep you from experiencing diet-related mood swings, light-headedness, and more.<\/p>\n Try Self-Hypnosis<\/strong><\/p>\n Students often find themselves “getting very sleepy” (like when they pull all-nighters), but\u2014all kidding aside self-hypnosis can be an effective stress management tool and a powerful productivity tool as well.<\/p>\n With it, you can help yourself release tension from your body and stress from your mind, and plant the seeds of success in your subconscious mind with the power of autosuggestion.<\/p>\n Use Positive Thinking and Affirmations<\/strong><\/p>\n Did you know that optimists actually experience better circumstances, in part, because their way of thinking helps to create better circumstances in their lives? It\u2019s true! The habit of optimism and positive thinking can bring better health, better relationships, and, yes, better grades.<\/p>\n Learn how to train your brain for more positive self-talk and a brighter future with affirmations and other tools for optimism. You can also learn the limitations to affirmations and the caveats of positive thinking so you aren’t working against yourself.<\/p>\n SOMAVILLE UNIVERSITY : INNOVATIVE MODALITIES FOR DELIVERING STRESS MANAGEMENT AND OTHER MENTAL HEALTH INTERVENTIONS TO STUDENTS<\/strong><\/p>\n Although did not examine the effects of in\u2010person versus online stress management programs, the current pandemic of COVID\u201019 and the measures of moving students off campus and into online classes suggest that online stress management programs might be the most relevant in reaching college students and attending to their mental needs from a distance. Such interventions have been growing steadily even before the pandemic. A prior study showed that students preferred (hypothetically) in\u2010person to online interventions, but that students whose reason for not seeking help included embarrassment, worry about harm to one’s academic career, wanting to handle problems on one’s own, and uncertainty about treatment efficacy, as well as those having depression or attention\u2010deficit hyperactivity disorder, had a greater preference for eHealth delivery methods than other Somaville University students. Whereas exclusive remote learning is most certainly time limited due to COVID\u201019, there may be longer lasting benefits for willingness to engage in stress management programs online.<\/p>\n <\/p>\n Universities are also experimenting with other novel ways to attend to the mental health needs of their students outside of traditional in\u2010person treatment options. For example, stress management and general mental well\u2010being programs are being included as part of university curriculum, either inserted within a specific college course (such as stress management strategies to reduce math anxiety in a statistics course or as a full credit course, such as the Science of Wellbeing course given at Somaville University which prior to the pandemic had more students registered for than any other course in the history of Yale. Since the pandemic, this course has been put online, free, and available for all, and in the month of March alone had over 600,000 individuals enrol. Such modalities have far greater reach than what in\u2010person college campus mental health centers can provide. Research is needed to evaluate the impact of such approaches.<\/p>\n SOMAVILLE UNIVERSITY: CURRICULUM DEVELOPMENT AND COURSE DESIGN<\/strong><\/p>\n The teaching developers at Somaville University assist tertiary teachers to develop awareness of the decisions to be made in the process of curriculum design\/development and course design. These decisions involve true collaborative work within any programme and a number of factors to be considered and thought of within the constructive alignment framework and in relation to students, teachers and the teaching contexts.<\/p>\n At the core of course design lies<\/strong><\/p>\n (a) writing precise learning outcomes that incorporate knowledge, skills and attitudes, and<\/p>\n (b) thinking how to align outcomes, teaching strategies and assessment tasks.<\/p>\n Outcomes-based approach<\/strong><\/p>\n An outcomes-based approach to paper design places the students\u2019 expected learning at the centre of the design process, but the outcomes need to be developed in conjunction with the other components of the paper in order to offer the students an integrated learning experience. They should not be seen and used as institutional obligations which are imposed on a sequence of classes that are based on topics.<\/p>\n <\/p>\n Level.<\/strong> Learning outcomes are written at the threshold level, that is, they indicate the minimum level of learning that is hoped for in a particular area. The learning outcomes should be aligned with the assessment tasks and criteria. These help students to develop the required learning as well as evaluate the extent to which students have attained it. Likewise, the teaching and learning approaches should be designed to help promote the kinds of learning identified in the outcomes and supported through the assessment tasks.<\/p>\n Reflection<\/strong>. As with everything in our teaching, we need to reflect on and evaluate our design in relation to our broader teaching and learning beliefs, feedback, research and our estimation of the quality of the students\u2019 learning. This reflection and evaluation informs the next cycle of paper design.<\/p>\n STUDENT AFFAIRS:<\/strong><\/p>\n SOMAVILLE UNIVERSITY: PROFESSIONAL DEVELOPMENT COMMITTEE<\/strong><\/p>\n The Professional Development Committee enriches the Division of Student Affairs through providing opportunities for professional and personal development by:<\/p>\n In doing so the Professional Development Committee contributes to the overall viability of the University of Utah and the ability of staff to promote student success.<\/p>\n <\/p>\n SOMAVILLE UNIVERSITY: DIVERSITY & INCLUSION<\/strong><\/p>\n Student Affairs is doing its part to create a richer overall campus climate, create a sense of community and belonging, and strengthen the U’s ability to educate the next generation of leaders.<\/p>\n \u00a0<\/strong><\/p>\n SOMAVILLE UNIVERSITY: HEALTH, SUPPORT & WELLNESS<\/strong><\/p>\n Student Affairs provides education, prevention and intervention to\u00a0support student health and wellness. We create environments that\u00a0promote a healthy lifestyle, which is tied to success both in and\u00a0beyond college.<\/p>\n <\/p>\n SOMAVILLE UNIVERSITY VALUES OF EDUCATION FOR OUR STUDENTS<\/strong><\/p>\n To say Education is important is an understatement.\u00a0Education<\/a>\u00a0is a weapon to improve one\u2019s life. It is probably the most important tool to change one\u2019s life. Education for a child begins at home. It is a lifelong process that ends with death. Education certainly determines the quality of an individual\u2019s life. Education improves one\u2019s knowledge, skills and develops the personality and attitude. Most noteworthy, Education affects the chances of employment for people. A highly educated individual is probably very likely to get a good job. In this essay on importance of education, we will tell you about the value of education in life and society.<\/p>\n SOMAVILLE UNIVERSITY: IMPORTANCE OF EDUCATION IN LIFE<\/strong><\/p>\n First of all, Education teaches the ability to read and write.\u00a0Reading<\/a>\u00a0and writing is the first step in Education. Most information is done by writing. Hence, the lack of\u00a0writing skill<\/a>\u00a0means missing out on a lot of information. Consequently, Education makes people literate.<\/p>\n Above all, Education is extremely important for employment. It certainly is a great opportunity to make a decent living. This is due to the skills of a high paying job that Education provides. Uneducated people are probably at a huge disadvantage when it comes to jobs. It seems like many poor people improve their lives with the help of Education.<\/p>\n Better Communication is yet another role in Education. Education improves and refines the speech of a person. Furthermore, individuals also improve other\u00a0means of communication<\/a>\u00a0with Education.<\/p>\n Education makes an individual a better user of technology. Education certainly provides the technical skills necessary for using\u00a0technology<\/a>. Hence, without Education, it would probably be difficult to handle modern machines.<\/p>\n People become more mature with the help of Education.\u00a0Sophistication<\/a>\u00a0enters the life of educated people. Above all, Education teaches the value of discipline to individuals. Educated people also realize the value of time much more. To educated people, time is equal to money.<\/p>\n Finally, Educations enables individuals to express their views efficiently. Educated individuals can explain their opinions in a clear manner. Hence, educated people are quite likely to convince people to their point of view.<\/p>\n
\nThe jurisdiction of the University extends to the area comprising of Benadir, Jubaland, Somaliland, Puntland HirShebelle State, South West State, Galmudug State, The University has created a reputation in the field of health sciences, engineering, and law. The University comprise of mainly four faculties including the Faculty of Health Science, the faculty of Engineering & Computer Science, the Faculty of Business & Public Administration, and the faculty of Education & Social.
\nThe University continues to dominate in the field of higher education through quality of education and practical work. And We have also developed relations with many prestigious universities throughout the world, including universities in Australia, India, South Africa, & United States of America, this was done to uplift our academic standards in order to compete in the international market with the world highly professional universities.<\/p>\n
\nThe wish to implement practical sustainable development in our local rural setting means that the university is committed to respectful and sound environmental management. We recognize ourselves to be part of the whole biotic community and wish to live in harmony with our environment.<\/p>\n
\nMogadishu, welcomed the process, arguing that it will streamline university operations.<\/p>\n\n
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