Rafael De Sousa Bachelor of Science Industrial Enginee ring Angola |
Dushan Tatic Doctor of Business Administration Project Manageme nt Australia |
Mafa Smangaliso Ndaba Master of Arts International Relations Belgium |
Erico Tadeu Xavier Doctor of Religion Science Protestantism and Integral Mission Brazil |
Stella Ateh Nyamngoh Doctor of Philosophy Crimi nology Cameroon |
Chuo Adamu Nsangu Doctor of Science Urban Planning Cameroon |
Jaime Miguel Torres Galvez Post-Doctorate of Science Environme ntal Scie nce Chile |
Saúl Pérez Cabezas Bachelor of Arts Music Colombia |
Oscar Fernando Quintero Mesa Doctor of Science Environme ntal Scie nce Colombia |
Rosa Linda Rodriguez Carrera Doctor of Science Food and Beverage Ope rations Manageme nt Dominican Republic |
José Luis Rosario Rodríguez Bachelor of Arts Art Education Dominican Republic |
Joselyn Paola Riofrio Almeida Bachelor of Business International Comme rce Ecuador |
Carlos Alberto Orozco Bajaña Bachelor of Science Archi tectural and Construction Enginee ring Ecuador |
Alejandro Guzman Bernal Master of International Relations International Relations Ecuador |
Washington Lorenzo Lopez Amores Bachelor of Science Environme ntal Enginee ring Ecuador |
Miguel Angel Perez Argueta Bachelor of Science Psychology El Salvador |
Azeb Seleshi Abebe Master of Business Administration Business Admi nistration Ethiopia |
Simon Mathiang Maker Kulang Bachelor of Science Psychology Finland |
Musa MM Sowe Post-Doctorate of Science Public Health Gambia |
Ehichioya Idemudia Pedro Bachelor of Science Mechanical Enginee ring Ghana |
Vorin Victor Marthon Doctor of Science Nutritional Scie nce Guadeloupe |
Laura Elena Villeda Bonilla Master of Education Educational Leadership and Admi nistration Honduras |
N. Jayakumar Master of Science Strategic Planning India |
Yayan Setiawan Master of Science Chemi cal Enginee ring Indonesia |
Colm Reilly Doctor of Science International Business Manageme nt Ireland |
Vicente Arturo González Magaña Doctor of Science Industrial Enginee ring Mexico |
Mary Odei Bachelor of Business and Economics Business Manageme nt Netherlands |
Olasunsi Abolaji Sunday Doctor of Philosophy Business Manageme nt Nigeria |
Haruna Olobo Amos Bachelor of Science Information Technology Nigeria |
Oyebode Muhammed J Bachelor of Science Accounting Nigeria |
Peter Ademu-Eteh Doctor of Philosophy Mass Comm unications Nigeria |
Babatunde Olabode Post-Doctorate of Conflict Resolution Peacebuilding Nigeria |
Solomon Francis Odafe Doctor of Science Public Health Nigeria |
Alonso Martín Londoño Álvarez Doctor of Philosophy Hispanic Phi lology Panama |
Jose Francisco Vega Sacasa Doctor of Philosophy Financial Legal Studie s Panama |
Fernando Guerrero Espejo Bachelor of Business Administration Admi nistration Peru |
José Alberto Amorós Pérez Bachelor of Science Political Scie nce Peru |
José Marques Alves Bachelor of Science Topograph y Portugal |
Anthony José Rodriguez Pérez Bachelor of Science Business Admi nistration Saudi Arabia |
Hassan Kanu Master of Engineering Renewable Energy Sierra Leone |
Jaime Cabrero Aldea Bachelor of Science Civil Enginee ring Spain |
Solange Khoury Doctor of Business Administration Business Manageme nt Spain |
Moayad Shatat Master of Legal Studies International Legal Studie s Spain |
Edward C. Solis Doctor of Science Information System s Taiwan |
Ayina Protais Pentecôte Master of Science Counseling Psychology USA |
Maria Clara Rios Martinez Master of Psychology Chi ld Education USA |
José A. Germán Coronado Bachelor of Communications Social Comm unication USA |
María Auxiliadora Campos Medina Doctor of Science Psychology Venezuela |
Samuel Haankombo Moyo Doctor of Business Administration Business Admi nistration Zambia |
Enock Joseph Nyirongo Doctor of Philosophy Holistic Counseling Zambia |
Oniwell Nyekete Master of Science Public Health Zimbabwe |
Fidelis Munyoro Master of Science Project Manageme nt Zimbabwe |
||
The root cause
of Somalia’s conflict
Contrary to belief, this conflict
has not emerged because
of some inherent Somali predisposition
toward violence,
chaos, or barbarity. Neither is
the conflict epiphenomenal,
unique to the current context.
Rather, a thorough understanding
of the conflict can
only be wrested from an
extensive historical evaluation
of traditional Somali
society and the superimposition
of Western and Eastern
influences since colonial times.
The Somali people, unlike
most of the African continent,
belong to one ethnic group and
share one religion. The unsuspecting
Westerner might therefore
assume that the formation
of a modern liberal democratic nation-state would pose little
problem for Somalia. Such has
not been the case. In Somali
society, clans (based on lineage
and kinship) provide the
fundamental basis for identity-
formation. Pre-colonial
socio-political organization
was highly decentralized, lacking
formal centralized political
institutions. But to imply that
Somali society was anarchic
is far from the truth. There
existed well-developed and
functional legal norms and
dispute settlement mechanisms.
And while isolated violent
confrontations between
clans sometimes occurred
in the struggle for extremely
scarce resources in that hostile
climate, most disputes were
peacefully settled by elders
(in Somali: guurti) assemblies.
These elders, serving as the
legitimate representatives of
their clans, sub-clans, or subsub-
clans, would typically sit
around in a room for hours,
days or months hashing out
items of contention until they
reached consensus.
Contact with the West and
East introduced European
institutions and guns, two
novelties which profoundly
damaged the traditional
Somali system. Colonialism
(British in the north, Italian
in the south) superimposed
centralized European government
and court institutions
on traditional Somali society.
John Paul Lederach attributes
“centralization in governance”
as a “root cause of Somalia's
breakdown.” At the local
level, conflicts continued to be
settled by elders (guurti), but
slowly the authority and legitimacy
of “uneducated” elders
was undermined. A new political
elite, young and Westerneducated,
was nurtured by the
colonial administration until
the formal transfer of power
at independence in 1960. Although
this account is caricatured
and oversimplified, the
point is clear: the combination
of the modem and traditional
proved a lethal mixture, effectively
thrusting Somalia into
sociopolitical purgatory. The
old structures of order and
governance had been compromised
and the new systems
were fragile and insufficiently
institutionalized. As a result,
both of these systems have
essentially collapsed. And yet,
the tension between “modern” and “traditional” would have
had much less disastrous consequences
had it not been for
the massive influx of modern
weaponry. Somalia was one
of the most blatant victims of
the Cold War. First, as a Soviet
client, and later switching over
to the American bloc, Somalia
was armed to the teeth, a
time-bomb waiting to explode.
Thus, it was not merely
the despotic and tyrannical
rule of General Siad Barre
which triggered the ruthless
struggle for power, but also
the historical context wherein
traditional peaceful dispute
settlement mechanisms had
been undermined and replaced
by rule of the gun.
Social development
The prolonged conflict,
protracted crisis and insecurity
in Somalia over more
than two decades have caused
enormous damage to the human
livelihoods and social
indicators. Somalia has some
of the worst human development
indicators in Africa. The
provision of social services
such as health, education,
water, sanitation, food and
nutrition has considerably
deteriorated.
The extended families and
clans are the major social
safety nets in the country,
with remittances received
from Somalis abroad accounting
for a large part. Remittances
are estimated to provide
up to 40% of household
income. The majority of the
population survives at a basic
subsistence level. The 2012 UN Human Development Index of
Somalia stood at 0.285 and the
country ranked 165 out of 170
countries.
The formal education
system in Somalia collapsed
in 1991. Since then, education
has been reorganized through
private means, including the
proliferation of madrasahs
(koranic schools).
With an estimated adult
literacy rate of 24%, Somalia
still ranks among those countries
with the lowest levels of
adult literacy worldwide. Local
administrations and communities
cooperate with external
donors, including the Somali
Diaspora in rehabilitating primary
and secondary schools
and have initiated campaigns
to improve women’s
education.
Somalia’s health care is
mainly limited to the urban
centers and is run by private
providers or international organizations.
Health indicators are
also among the worst in Africa,
with life expectancy estimated
at 49.7 years. Infant and child
mortality rates stand at 108.4
and 178 per 1,000 live births, respectively, against 84 and 135
for Africa. Maternal mortality
rate is also a staggering
1,400 per 100,000 live births,
compared with 683 for Africa.
Only 29% of the population
has access to improved water
sources (only 9% in rural areas)
and 23% to improved sanitation
facilities (6% in rural areas).
Conclusion
Given all these insights and
numbers, Somalia is in sociopolitical
disarray and needs to
address all challenges that are
preventing her from making a
progress in the socio-political
front. Despite the difficult
situation, Somalia is trying
very hard to overcome its
socio-political problems and
thus major political changes
have been implemented in
the last decade and more root
changes are on the way.
Let us not give up our hope
and stay resilient. The End
REFERENCES. 1. BBC, Somalia Country Profile, 2017. 2. Menkhaus, Non-State
Security Providers and Political Formation in Somalia, 2016: 9-10. 3. International
Crisis Group, Watch List 2017, 2017 and International Crisis Group, Watch List
2017 – First Update , 2017. 4. BBC, Ethiopia Withdraws Troops in Somalia over
'Lack of Support’, 26 October 2016; IRIN, Countdown to AMISOM Withdrawal:
Is Somalia Ready, 28 February 2017. 5. Insight on Conflict, Somalia: Conflict
Profile, 2014; UNDPA, Somalia, 2014; Ainte, Somalia : Legitimacy of the Provisional
Constitution, 2012; Menkhaus, State Failure, State-Building, and Prospects for a
“Functional Failed State” in Somalia, The Annals of the American Academy of Political
and Social Science, 2. 6. United Nations, Report of the Secretary General on
Somalia, 9 January 2017; International Crisis Group, Watch List 2017, 2017; UNDP,
Constitutional Review Process Kicked off in Somalia, 21 May 2017. 7. African
Development Bank Group –Country brief –Somalia 2013-2015.
Knowing is the best gift
that human beings can
have.
We enroll at university and
we want to approve everything
that they present us and
obtain our degree. For this approval
is the one that we have
to read documents and be able
to explain what they ask us to
show that we know the subject;
that activity is studying.
Studying many times is
complicated because we assume
that it is just copying a
text from here or there and
everything is ready. When
they ask us to give the demonstration
about the subject
the thing gets serious because
many times we can’t.
What is happening? What
happens is that we don’t know
what we have to do to know
the subject, explain it, write
about it, draw the conclusion
and the consequences it has.
The first thing I have to do
is write the title of my subject
well. I don’t need to see
methodology as variables and
things like that; that would
come later in the case of a
thesis.
What I’m going to study
has statement with a subject and a predicate. Something
of what I’m going to deal with
and what I should explain
about that object. The object
can be concrete, the object
can be ideal.
From here comes my bibliography
which is the material
from which I’m going to get
the information.
I can go to a library or I can
get it from the global computer
network or the internet.
An example would be figure
1: Science is an explanation
system about the reality.
I have to look for the
information of the object to
be studied: science and also
the concepts of the predicate:
system and reality.
Here I must see the best authors
on the subject. If I don’t know, by the time, we start
reading the first document
they are going to mention
names of researchers.
We may find documents
that show us the date many
years ago and we think we
can’t use them. From the first
document that we read they
will show us about the ones
that were important in that
topic and we can choose relevant
works even if they have
a lot of time that had been
published.
When we see the first document
of the subject we have
to take note of the definitions,
principles, theories and laws that mention the documents.
When we have read the
documents that seemed to me
sufficient, it’s the doing of the
index.
The index is made according
to the subject that we have.
In the example of:
Science is an explanation
system about the reality.
My index implies the
concepts of the statement: science,
system and reality and
they will go in the order of the
statement.
Chapter I.- Science.
Science with the best definitions
we have found.
The subtopics will be the activities that involve doing
science.
Chapter II.- The systems
System concept.
The sub-themes will be the
different systems that can
be given.
Chapter III.- Reality
The explanations of reality.
The sub-themes will be the
different explanations of
what reality is.
If you do thesis here would be
the demonstration, if it is an
ideal science or the checking
of the work if it is factual
science and it will go in the
same order of the chapters in
a single theme. Our conclusion
The explanation of the
activity called science, the
reasons why it is a system
and also the reasons why it
is from reality.
My conclusion has to go in the
same order as the concepts of
the work statement.
My recommendations
should also be in the same
order as the concepts in the
statement.
My work ends in the topics
indicated by the index elaborated
from my work statement
The graphs and chart should
be clarification of what the
text says where they are included and they must have
a statement that they say what
they are. I remind you that any
graph or chart must have progressive
numbering by work
or by chapter. If the graphs are
in Roman, the tables will have
Arabic numerals.
Mathematics will be the
symbolic explanation of what
the explanatory part that we
say of any of the subtopics of
my work says as long as we
are dealing with fact science
as physics.
Always a job must have
the sources from which the
information was taken; those
sources are the bibliography.
The bibliography is very
important because those who
read the work may want to see
what the authors said in the
works that helped us do it.
Always the university says
way to do the bibliography
because if each person does it
as they want there would be
no way to locate the work to
consult them.
Also in all work to explain
the issues we must put what
textually scientists have said
because whoever does a job
is not yet recognized by the
international scientific community
so that what we say is
no taken as truth.
I remind you that the cover and the introduction are made
at the end.
On the cover, the university
indicates the order of the data
to be presented, which will always
be: student’s name, major,
name of the work, name of
the university and date.
The introduction is the explanation
of the reasons why I
chose the topic, the researchers
I chose, a brief explanation
of what they say, the problems
that relate to my topic, the
specific problem of which I
am going to write, if It was difficult
to find the information
and if it is a dialectical thesis I
must write about the researchers
who agree and the opposing
researchers.
If you do your work following
these simple stages, it will
be excellent.
If you learn to study
you will have a pleasant
student life.
Remember all your
body is a learning
instrument, especially,
the resident of the
brain, the mind.
The brain is a muscle
and if you exercise it
every day his work will
be more easy.
Learn to study because
you are learning
to learn!
This study tip is not known by many people.
However, it is a very effective way to
understand what are reading and learning.
It is simple... You try to explain
to someone what you
are studying. It does not matter
if they understand or not.
When you try to explain to
someone, your mind organizes
the information in such a way
that you now understand the
information.
There is a story about a
teacher who stood in front of a
class and taught a concept. At
the end, the students said they
still did not understand. So the
teacher tried again to teach
the concept. At the end, the
students still did not understand.
Then the teacher tried a
third time to teach the concept
and as the teacher was teaching,
the teacher realized something
important and finally
understood the concept. Then
the teacher taught and the
students understood.
The story shows us that as
we try to teach something, we
develop a deeper and clearer
understanding.
Choose a friend or a family
member, and then try to explain
to them what you are
studying. Do not worry if they
understand or not. You will
understand better.
You will also see another
benefit. As you talk, your mind
is expressing ideas and integrating
more ideas. You will
find it much easier to write an
essay. Your mind will express
ideas much more easily.
So, after you study, find
someone and explain to them
what you studied. You will notice
that as you talk, you will
understand what you studied
better. You will also notice that
your mind all of sudden has
many ideas that you can write
in your essay.
The act of talking makes the
mind organize and integrate
the knowledge. You will remember
the concepts better.
You will be able to use them
more effectively too.
You truly learn a
subject when you
teach the subject.