English Posts

Setting Up a Library: A Resource Guide
"How do I set up a library?" is a question the American Library Association receives from people in a wide range of situations. In some cases, the need is to organize a large personal or office collection; in others it is to set up a library where there is, at the beginning, only the desire to have library service where there is none, such as in a village where a Peace Corps volunteer is working.

This fact sheet will provide an overview of resources common to all types of libraries, along with some references for some specific situations. As libraries do tend to grow, it is best to utilize sound library management practices from the outset insofar as possible.

Establishing a new library, or developing an existing collection of books and other materials into a library, involves several functions: creating the oversight or governance structure, defining the mission and purpose of the organization, securing funding, planning, developing a collection, securing or building an appropriate space, equipping the space, and marketing services. In all cases, planning for the collection should come first:

"A library collection should fit the mission for which it is created. The number of books it holds does not determine its worth. A well-selected library of 25 books could very well be an excellent library for its purpose."

Today we are the taking the most advantage souviner picture or image and most distinguish dignitary and he was the one of the great father founders Arabsiyo public service and the roots public education pioneers in arabsiyo city with its rural erea !! Sawirkan waxaa xusha madeeda gaarka leh too inoo soon gudbiyey isagoo archives ka arabsiyo u dooney muddane Gudoomiye Cabdillahi cabdi Faarax taa Soo mahad gaara u soo jeedinaayo. Dad weynoo yaa sawirkan garanaaya' weliba magaca caalamka looga yaqaanaa oo af ingiriisiyi wax a uu yahay (Master of Credit) !!!

The Napoleonic Invasion of Egypt July,1,1798

Napoleon Bonaparte
On July 1, 1798, Napoleon landed in Egypt with 400 ships and 54,000 men and proceeded to invade the country, as he had recently invaded Italy. But this Egyptian invasion was to be different. For, in addition to soldiers and sailors, Napoleon brought along 150 savants — scientists, engineers and scholars whose responsibility was to capture, not Egyptian soil, but Egyptian culture and history. And while the military invasion was an ultimate failure, the scholarly one was successful beyond anyone’s expectations.

Meticulous topographical surveys were made, native animals and plants were studied, minerals were collected and classified, local trades and industry were scrutinized. Most famously, ancient Egypt was discovered — the temples and tombs of Luxor, Philae, Dendera, and the Valley of the Kings. Each of these sites was measured, mapped, and drawn, recording in meticulous detail a pharaonic Egypt never before glimpsed by the outside world.

But how was the outside world to see what the scientists had discovered? Fortunately, the savants decided, before they had been in Egypt for even six months, that their discoveries had to be published, and they collected and sketched with that aim in mind. After their return to France in 1801, they continued to organize materials, and finally, in 1809, the first volumes of the Description de l'Égypte were published. Over the years, concluding in 1828, a total of 23 volumes would appear. Three of these were the largest books that had ever been printed, standing over 43 inches tall. The total set contained 837 engravings, many of them of unprecedented size, which captured Egyptian culture from every possible vantage point.

The most impressive were surely the volumes of antiquities, spilling over with obelisks, colossi, temples, sphinxes, and all manner of artifacts. But the volumes on natural history were also impressive, with their crocodiles, asps, lotuses, and palms. Never before had a single country inspired such a monumental encyclopedia of such depth and splendor.

Teacher Training and class engagement Programs

Teacher Train Teaching Methods and Class Engagement Programs.
New teachers deserve better. It is time for teacher prep programs to focus on classroom management so that first-year teachers are prepared on day one to head off potential disruption before it starts.

These strategies are so strongly supported by research that we refer to them here as the “Big Five.” They serve as the yardstick for this study, measuring the extent to which teacher preparation programs are training teachers in research-based classroom management strategies. We also examine the integration of a handful of other strategies, although their research bases are not quite as strong.

Everywhere but nowhere !!

By examining a sample of 122 teacher preparation programs in which we were able to review the full breadth of the professional sequence — including lecture schedules, teacher candidate assignments, practice opportunities, instruments used to observe and provide feedback on teaching episodes, and textbooks — we can conclude the following:

Most programs can correctly claim to cover classroom management, with only a tiny fraction (♥ percent) in our sample ignoring instruction altogether. However, instruction and practice on classroom management strategies are often scattered throughout the curriculum, rarely receiving the connected and concentrated focus they deserve.

Most teacher preparation programs do not draw from research when deciding which classroom management strategies are most likely to be effective and therefore taught and practiced. Especially out of favor seem to be strategies that impose consistent consequences for misbehavior, foster student engagement, and — most markedly — use praise and other means to reinforce positive behavior. Half of all programs ask candidates to develop their own “personal philosophy of classroom management,” as if this were a matter of personal preference

Instruction is generally divorced from practice (and vice versa) in most programs, with little evidence that what gets taught gets practiced. Only one-third of programs require the practice of classroom management skills as they are learned. This disconnect extends to the student teaching experience.

Contrary to the claims of some teacher educators, effective training in classroom management cannot be embedded throughout teacher preparation programs. Our intensive analysis of programs in which classroom management is addressed in multiple courses reveals far too great a degree of incoherence in what teacher candidates learn and what they are expected to do in PK-12 classroom settings. Embedding training everywhere is a recipe for having effective training nowhere.

The false promise of instructional virtuosity
There is little consensus in the field regarding what aspects of classroom management should be taught or practiced. The closest the field comes to an endorsed approach is the apparent conviction that teachers should be able to rise to a level of instructional virtuosity that eliminates the need for defined strategies to manage a classroom. Defending the lack of focused classroom management training in many teacher preparation programs, the field’s intellectual leader, Linda Darling-Hammond, argues that the teacher candidate should instead learn to “manage many kinds of learning and teaching, through effective means of organizing and presenting information, managing discussions, organizing cooperative learning strategies, and supporting individual and group inquiry.”

Another discouraging development concerns the edTPA, a performance assessment intended as a gateway for licensure, which is now being rolled out in half the states with the strong endorsement of the field’s leadership. Although in many ways the edTPA is a commendable effort to insert greater rigor and accountability into teacher preparation, it has yet to specify explicitly what teacher candidates ought to demonstrate as classroom managers. Given how important the edTPA has already become, it is crucial that evaluation of teacher candidates’ classroom management skills be incorporated more explicitly into the edTPA’s rubrics.

The silver lining is that, according to one survey, half of teacher educators aren’t entirely sure that the approach — actually more of a non-approach — of relying solely on instructional virtuosity for classroom management works. It is also clear that some programs are paying more attention to research and to the alignment of instruction and practice: St. Mary’s College of Maryland, the University of Virginia and the University of Washington – Seattle are notable for aligning instruction and practice with research-based strategies

.
Other than calling out programs that do well on a particular aspect of classroom management training, this report does not provide overall ratings on individual programs. Further, we could not identify a single program in the sample that did well addressing all research-based strategies, identifying classroom management as a priority, strategically determining how it should be taught and practiced, and employing feedback accordingly. Teacher preparation’s misdirection in the area of classroom management — insisting that instructional excellence alone can maintain the order necessary for learning — appears almost universally accepted by the field’s leadership, and therefore this report necessarily reaches conclusions that require attention by the field as a whole.

Solutions
States
Unfortunately, we hold out little hope for a regulatory solution to this issue. While the regulations of every state at least briefly mention training in classroom management, most regulations are poorly informed by the research. Regulators and legislators can and should use their influence to make clear to programs their belief that training new teachers in classroom management strategies is crucial. Unfortunately, policymakers may lack the tools to ensure that preparation programs are actually training their candidates in these strategies.

Programs
It is up to programs to prepare their candidates in research-based classroom management strategies, beginning with the first foundational courses and continuing to their culminating experience as student teachers. Such integrated preparation runs counter to current practice in higher education, where individual faculty members are too often permitted to decide what to teach, with insufficient regard for programmatic goals. Instruction is needed that connects the dots, with seamless transitions between content delivery and practice.

Because of largely avoidable instances of student misbehavior, the first year of teaching can be a harrowing experience. New teachers and our children deserve better from America’s teacher preparation programs, and training that is carefully designed to prepare teacher candidates to be both effective instructors and effective classroom managers will help make the first year a happier and more rewarding experience for both teachers and their students.

To be continue and stay with us. 

Somaliland Last Year As Protectorate By Sir Dougles Hall.

  

Somaliland’s Last Year as a Protectorate Part Two
The Somali National League kept their thought largely to them-selves, at any rate in public, while the National United Front published their displeasure in speeches. It was not long before the new party showed signs of seeking an association with the Somali National League, and a short time before the election a formal alliance was made. This was followed rapidly by the publication of an association between the National United Front and the small number of members of the Somali Youth League.

The stage was then set for a straight contest between two pairs of parties, one member of each pair being considerably larger than the other, but not a great deal of difference lying between the combined contestants. The election presented some thorny and worrying problems of maintenance of law and order. There were to be over 150 polling stations, any one of which could become a major danger point at short notice, especially if either the fall of rain or plain politics should result in last minute movements of nomads of opposing parties or tribes.

Every policeman and every soldier in the Protectorate was deployed ; and I would like to pay tribute to the efforts made by the political leaders to ensure that their supporters behaved them-selves. One of our main worries was how the women would behave. They had no vote, but they were surprisingly politically-conscious, and there is nothing that an administrator dislikes more than a riot of women. However, the Somalis themselves decided that the election should be orderly, and it was. There were no incidents worthy of the name and for the whole of February 17th not a woman was to be seen. They had all been kept at home by their husbands.

Nearly 82,000 men cast their votes, a number which is at least 80 per cent and probably more nearly 90 per cent of the total adult male population. The result was unusual and unexpected in detail. The Somali National League/United Somali Party combine secured approximately 56,000 votes as against 25,000 won by their opponents. But the votes of the winners gained them 32 out of the 33 seats.

It cannot often happen that a party which can claim nearly one-third of all the votes cast, gains one seat only as a result. The detailed results showed twenty seats for the Somali National League, twelve for the United Somali Party, and one, Michael Mariano himself, for the opposition.

Immediately after the election, Mohamed Haji Ibrahim Egal was formally acknowledged as the Leader of both Somali National League and the United Somali Party, and I was left in no doubt as to whom I should consult about the appointment of elected ministers. He gave me his advice on 26th February, and I appointed him as Minister of Local Government, Ahmed Haji Dualeh as Minister of Natural Resources, and Ali Gerad Jama and Haji Ibrahim Nur as Ministers of Works and Communications and Social Services respectively. I also appointed Yusuf Ismail Samatar as an Assistant Minister in the Ministry of Social Services. The first two were members of the Somali National League, and the second two members of the United Somali Party.

The Assistant Minister belonged to the Somali National League. With one exception, all were fluent speakers of English and had had considerable formal education. Haji Ibrahim Nur, although not completely happy in English, was a fluent speaker and writer of Arabic and, as a successful trader, had a fund of experience which he quickly began to put at the disposal of the government of which he had become a part. It was not long before the promises about immediate independence, which had been made in pre-election speeches and in the Somali National League manifesto, began to catch up on their makers.

I do not imply that there was any feeling against the attainment of Independence ; but a number of Somalis -politicians, civil servants, traders and elders-believed that there would be great advantage in a short period of consolidation and the gaining of experience before the next and the biggest step was taken. But they were in a small minority, and it was not possible for them to come out into the open with pleas for delay.

I have heard it said that we officials in the Government did not know what was happening and which way the wind was blowing. This was not true. I think we saw the way the picture was forming before some of the political leaders. Events soon started moving rapidly; a motion asking for Independence by 1st July was passed in the Legislative Council and visits were paid to Mogadishu by leading political figures, who returned to Hargeisa with assurances from their colleagues in Somalia that amalgamation of the two countries was a mutual wish. by Sir DOUGLAS HALL, K.C.M.G

 I  can heard the  exreme  screams  through door and windows

 I came into this world roughly and ready year in 1967, from quartier 3rd Djibouti in colonial  era.  And I can tell you my childhood like so many others was not easy and it was a unique and so harder than this golden age in high tech world where ever you got  to can contact and  to present your problems easily instead it  was a pleak time and it was uncivilized time because the public health care didn't exist. Back then doctors, hospitals and medicines were for the privillage few because health  care  can  be harder to afford for the poor and those gain to accessiblity were the rich and  for the top in that era., for the mostly reason was there  were no sufficient doctors, nurses, dentist etc and general maternal health didn't exist at all,there was no service system keeps the nation safe and healthy.

During the colonial arena and the roughly  year in 1967 Djibitians were under pressure subjugates and daily reprisals from the french colonial forces Gendarmerie whom in  the middle  of the night cordon off the streets then came into house to house searching without warrant and beating, torture, killing and  wired  the tenants lived in those house because they were the citizens who were fighting as riots and against   colonial Gendarmerei forces to get independence and their freedom from the french colonial, therefore any attempts and used cards they tried the djiboutian citizens were stack against them and the  colonial reprisals worst and increased than it was.

My memory stretch back home almost 54 years in the year  1967  if  i refresh my memory I can hear the horrific  noisy of  aircraft bombardment which  one missile it launched targeted  to our house  and injured my beloved father and his blood floated  like   open facet and  that blood covered all over his body and stain all  over the wall  and the floor

I can hear the screams inside one of the rooms of the house  we lived through  my  Cot and that cry gets louder and louder  and when I turned onwards   I got as gesture that cry is coming out  through  my mother,s mouth and i can tell the pale of her face  and the tears that  is dripping  or melting down from her checks which was the sighn indicated  for grievance  of lost  either bereaved   because she thought that my father  would passed away soon for the cause of his serious wounds and she was mourned some somali horrific words like Hoogay!Hoogey!.

As she cried her hands and fists did not stop to work for the bad  injuries and severe wounds that  aircraft weapon machinary pieces it launched to my father. My mother succeeded and saved  the life of my father , though my mother was not a qaulified nurse anyway that day all she has done well training and performed doctor,s professional good job  becaise somali proverb says( Daad  hort-iibaa  layska moosaa) the meanig of that somali saying  (Prevention is better than cure).

It  was a trauma  scenario like  Doctor in the  emergency appraoch who  is working on  a patient whose bleedings  needs to  a long battle and also  in comma, sedating, amd has high blood pressure, heart failure, therefore when you re a doctor then you re in the sitaution room and you dealing with  this patient,s emergency caring treatment there re a few question to be answer as puzzle package.

If you have a patient and you re the Doctor at the Emergency approaching Caring Unit and that patient has many scenarios with critical sitautions as I mentioned above for instance  as bleedings needs a long battle to prevent  the wounds to  getting worsen and also that patient is in comma from his/her sufferings, has sedating , has a bad case of cold , high blood pressure ,heart failure  , diabete symptoms  and so on therefore  with that in mind how the contents I gave you impact to  understand how the complexity  and complicated job It is for the Doctor working on these cases, Is it  trauma Emergency Unit Care team looks like soldiers in battle combat with the opposit enemy used  a very sophiscated weaponry which limited   thier ressistance and  every card with military tact they used stack against them but their bravery is indegfatigable.!  Here are the package of the puzzle questions to be  answers!:-

1- as I mentioned above for the serious wounds this patient has and so many differences illnesses  he/she suffers  which to explicit in the content and you re the only Doctor in the traume centre approach except the assistence team like nurses, therefore  you processing doctor at trauma centre and this patient brought to  the centre and he/she has got a pocket full of money  and may be some expensive smartphone  or what else and that  patient brought in and you the doctor  see somebody put in his hand in  that pocket getting the wallet or the expensive smartphone of that patient  another words stealing what is thiers   at then  do you worry about that or do  you want to  stop the blood  or do you want to pump the heart  or do you want to address  the issue of his illnesses because some are more urgent than the others,?

I am not a doctor  neither  medical skilled person nor  biochemistry engneering  but  I am just obviously  explain the truama centre appraoch or to explicit further inputs . I  would like dear readers to understand how dire complexity  sitaution was  that mornig on march 23rd in 1967 surrounding to my mother and many others  who were suffered from those  bombardments in that colonial era .

when our house was hit the bombardment grenades that aircraft to targeted  into the area of  innocent civillian  unarmed with any  kind of weapons  and that was a real deliberate attack because  the reason for just  french colonial army targeted the  fragile shack buildings for  those  defendless  civillian  were lived  the only purpose or the reason for thier killings was just unauthentic  accusations  telling that these civillians were dissented the french colonial adminstration and asked to be free people from colonial hands to theirs as to become independ nation who can run their  internal or external affairs to their country.

. My mother that morning was the worst days she can remember  since the days she was lived and that day she worked indegfatigable to the wounds of my father, her greivance and the sober did not  prevent her to stop the blood draining from my father,s body and put bandages to the severe  injuries and she was  not busy with minor things because   we had no medical facilitation- first aid in our  store home even we can not getting simple bandges to dressing the wounds instead my mother used all the clothes that we had in our home, she cut  into pieces even the curtains of our house,sheet beds, pillows beddings and she  put and   rounded the serious injuries to my beloved father and also she used  as bleeding stop injection some traditional remedy mixed with boiled pure and clean flour that we had in our home store that left over what little food we  had and  then that day my mother worked hard and she saved the life of my dear father and Iam asking my Allah to mercy my dear mother and father both, she has done a good professional skilled job and which without her help  would put to my father's life into risk and unpredictable consequence.

In that morning all the urban crowded streets which used to be days ago full of people were empty and  blasted a black smoke in everywhere, And I can smell the bombardment and foot soldiers raided into defensiveless civillian homes  and none was safe from those raiders  in that morning untill the middle of the night, injuries,death,looted properties, turtured and many other abuses which i can not conclude  in this piecies of memior and the many other extreme with appallng events took place in that gone era, If I close my eyes and  reverse  the haunts in those incidents I can tell the horrific and terrible screams coming out  through  the shattered windows and doors to our neighbourhoods, if I open my eyes as a little bit wide I can see the faces of the suffering poor and feeble people whom re the uniform soldiers take out by force from their homes and they putted as a line queued and if you tracked with your eyes that queued lined people from the start you can not see the ends and  you can smell the aossis  in the dust poverty streets in every small avenues in the french  colonial  the  coast of somali particularly DJibouti the mostly poverty seven counties like quartiee one up  to quartier seven except some  minorities counties which were the supportes of the colonizers or sympathizers.

Author : Khadar Jaambiir Cige

Somaliland: Arabsiyo town my idyllic Paradise ( Sunday, 30 September 2012 14:38 )

How wrong were I. Few days after settling in Arabsyo we were told to hide all our footballs shoes because SNM had left footprints with studs. By: Suleiman Hersi!!

Somaliland: Arabsiyo town my idyllic Paradise ( Sunday, 30 September 2012 14:38 )

Hello somalilandsun

I would like to share some experiences I have with Somaliland. While I am a Djibouti national I was born in Somaliland. I spend all my early school holidays in the small idyllic town of Arabsyo. I always looked forward of going back to Arabsyo, to wander in the all day long between the huluq and Arabsyo "doox". If someone had asked me what the paradise looked like Arabsyo will be the nearest thing in my mind.

All those changed in the summer of 1986. Indeed that summer started like any other one. Everyone was getting ready to the time of their life. Elders looking forward to refill their vitamins and energy levels by eating all kind of fruit (yes you could find a huge variety of fruits and vegetables in Arabsyo), while younger to organise the usual outdoors games. There is not a better place to embrace the nature than arabsyo in the whole of Somaliland.

Zeylah was usually our first stop from immigration checking and luggage searching. It used to be a formality to go through as children were not bothered that much. But that summer things have changed for the worse. My small bag searched and when I asked the police officer to help me to close it again. BOOM! SMACK IN MY FACE. How dare I ask such thing? Few stars in front my eyes and staggering forward I continued my journey thinking things will be much better in Arabsyo.

How wrong were I. Few days after settling in Arabsyo we were told to hide all our footballs shoes because SNM had left footprints with studs. Were SNM a football team? Were they the bad guys? People were whispering not always telling you everything. It does not help when your parents are different tribes as well. In short I was in the dark for everything mainly because of my young age and partly because nobody was trusting nobody.

One day, BA DA BOOM everything came tumbling down. There was a bomb which exploded next to a military camp near Gabiley (somewhere called "dhagax madow").In the same afternoon we were arrested on our way to Gabiley rounded by some mean looking military men. Few who had a beard were dragged on the floor because there was this belief that SNM because they were living in the wild did not shave. Top drawer profiling if you ask me. Anyway we were asked to say our last prayers. My last thoughts were for my family. Then they changed their mind and brought us back to Arabsyo and were again rounded near the police station where we were told again to say last prayers. I am still wondering how I did not wet my short. At last we were told to come to the local theatre the next day as an important person would make a speech. In the meantime the curfew was 5 pm.

The next day everyone was forced to attend the speech of a certain "Koora jin"(the evil saddles and his infamous "farda Jin"(evil horses). (I later hear that he had become a good religious man. What a fake).We were told that they will conduct an investigation of the events that happened near Gabiley and will search the area for clues. And what investigation it proved to be. LOOTING, RAPING, AND BEATING IN THE HOUSES. What a nightmare. I was beaten because I tried to hold on my stereo.

The next day I was in the first truck out of Somalia and prayed Allah not to bring me back ever here.
For the next 26 years I travelled all over Europe and Africa but I never went back in Somalia which become Somaliland later. I was told things are different now. I have friends and family in Somaliland who swear that the situation has nothing to do with this dark period of late 80's.
Why I am telling you this story now is because I am going back to Somaliland tomorrow and hope I will not be treated for PSD when I come back from Somaliland.
SOMALILAND HERE I COME.
soulehassan@gmail.com

Khadar Jaambiir Egeh