Journal articles: 'Dadaab Camps'

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Kiruthu, Felix. "The Role of Windle Trust Kenya in Promotion of Education in Dadaab Camp, Kenya." Msingi Journal 4, no. 1 (November 26, 2020): 33–45. http://dx.doi.org/10.33886/mj.v4i1.178.

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Education not only empowers individuals to live a better quality life, it also makes an enormous contribution to the development of a society. It is, however, very challenging to provide quality education to communities afflicted by conflict, particularly refugees. The study examined the role of Non-Governmental Organizations in the provision of education in conflicted societies. Specifically, the study analysed the role played by Windle Trust-Kenya in the provision of education among the refugees’ communities in Dadaab refugee Camps in Kenya. The study interrogated not only the strategies used by the Organization to promote education among the refugees, but also the challenges encountered in the provision of education in the specific refugee camps in Dadaab. The study employed a descriptive research design in order to probe into the efforts of the Organization towards supporting refugee education. Programme managers who have worked for Windle Trust Kenya, teachers employed by the Organization in Dadaab and academics who have served in Dadaab Refugee camp were interviewed using an interview schedule. Document analysis was also conducted from the different humanitarian organizations operating in Dadaab and from Kenyatta University Post Modern Library. These included journals, theses and text books. The research established that Windle Trust-Kenya has supported not only secondary and primary education in Dadaab but also tertiary education, through collaboration with different universities. Girls were found to be experiencing more challenges in pursuing education due to gender based violence and cultural beliefs among most of the refugees. Conclusively, the study established that education to refugees benefit both refugees and the host community as refugees who excel in education also give back to the host community

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Ruitenberg, Claudia, Karen Meyer, and Cynthia Nicol. "HOOS: Scenes of Educational Hospitality." Public 31, no. 61 (December 1, 2020): 174–95. http://dx.doi.org/10.1386/public_00029_1.

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Through narrative, poetry, photographs, and philosophical reflection, this essay attends to the possibilities and impossibilities of hospitality in encounters between particular Canadian teacher-educators, Somali student-teachers, and those hosting and facilitating their encounters in the Dadaab refugee camps in Kenya. The scenes of educational hospitality trouble the boundaries between host and guest, teacher and student, implacement and displacement.

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MONTCLOS, M. A. P. D., and P. M. KAGWANJA. "Refugee Camps or Cities? The Socio-economic Dynamics of the Dadaab and Kakuma Camps in Northern Kenya." Journal of Refugee Studies 13, no. 2 (June 1, 2000): 205–22. http://dx.doi.org/10.1093/jrs/13.2.205.

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Dar, Dr Osman, and Mishal Khan. "The Dadaab camps - Mitigating the effects of drought in the Horn (perspective)." PLoS Currents 3 (December 15, 2011): RRN1289. http://dx.doi.org/10.1371/currents.rrn1289.

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Horst, C. "Document. Vital links in social security: Somali refugees in the Dadaab camps, Kenya." Refugee Survey Quarterly 21, no. 1 and 2 (April 1, 2002): 242–59. http://dx.doi.org/10.1093/rsq/21.1_and_2.242.

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Siddiqi, Anooradha. "Ephemerality." Comparative Studies of South Asia, Africa and the Middle East 40, no. 1 (May 1, 2020): 24–34. http://dx.doi.org/10.1215/1089201x-8186005.

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Abstract What are the politics of ephemerality? In the United Nations High Commissioner for Refugees establishment at Dadaab, Kenya, a massive complex of refugee camps near the border of Somalia, the visual and architectural terms of ephemerality—a permanent impermanence—transform the act of seeing. By thinking through one refugee's experience and analyzing urbanism, architectural form and symbolism, and spatial-political organization, this essay suggests that ephemerality plays a part in structuring subjectivity, with implications for the narration of history.

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Chkam, Hakim. "Aid and the Perpetuation of Refugee Camps: The Case of Dadaab in Kenya 1991–2011." Refugee Survey Quarterly 35, no. 2 (April 15, 2016): 79–97. http://dx.doi.org/10.1093/rsq/hdw005.

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Maalim, Salah Abdi, George Adwek, and Moses Arowo. "Shared energy parks as a solution to energy challenges for Dadaab Refugee Camps in Kenya." Scientific African 13 (September 2021): e00901. http://dx.doi.org/10.1016/j.sciaf.2021.e00901.

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Wright, Laura-Ashley, and Robyn Plasterer. "Beyond Basic Education: Exploring Opportunities for Higher Learning in Kenyan Refugee Camps." Refuge: Canada's Journal on Refugees 27, no. 2 (January 18, 2012): 42–56. http://dx.doi.org/10.25071/1920-7336.34721.

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This paper seeks to elucidate the socio-cultural and economic benefits of higher education in refugee contexts. NGO and UNHCR initiatives in Dadaab and Kakuma camps are used as a reference point for discussing the challenges, best practices, and potential of higher and adult learning in contexts of protracted exile. This small-scale, qualitative study seeks to understand what opportunities for higher education exist for those living in Kenyan refugee camps, and do existing opportunities yield “social benefits” beyond those accrued by the refugees themselves? Drawing upon interviews with practitioners, observation in schools and learning centres, and data from refugee-service providers, our findings are primarily descriptive in nature and explore the myriad ways in which opportunities for higher learning can strengthen refugee communities in countries of asylum. We contend that although Kenya’s encampment policies limit the potential economic and social benefits of refugee education on a national level, opportunities for refugees to pursue higher education are still immensely valuable in that they bolster refugee service provision in the camps and provide refugees with the skills and knowledge needed to increase the effectiveness of durable solutions at both an individual and societal level, be they repatriation, local integration, or third-country resettlement.

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Sheriff, Rebecca J. Syed, Massimiliano Reggi, Abdirizak Mohamed, Farhan Haibe, Susannah Whitwell, and Rachel Jenkins. "Mental health in Somalia." International Psychiatry 8, no. 4 (November 2011): 89–91. http://dx.doi.org/10.1192/s1749367600002757.

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Somalia, in the Horn of Africa, suffers violence, political instability and high mortality rates. The recent major drought in Somalia led to what was termed the worst humanitarian disaster in the world. In July 2011 it was reported that nearly 60 000 people had entered into Kenya from Somalia already that year, including 1300 new arrivals every day to the Dadaab refugee camp, described as ‘the largest, most congested and one of the most remote refugee camps in the world’ (see http://www.unhcr.org/4e204b1e9.html). The drought along with mass migration into such poor conditions are likely to have significant short- and long-term mental health consequences for the populations involved.

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Smith, James, Laird Ruth, Ismail Kassim, Allison Oman, Caroline Wilkinson, and Andrew Seal. "Anaemia in Pregnancy: Factors Associated with Maternal Anaemia in the Dadaab Refugee Camps, Kenya (2001-2002)." European Journal of Nutrition & Food Safety 5, no. 5 (January 10, 2015): 985–86. http://dx.doi.org/10.9734/ejnfs/2015/21199.

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Hammond, L. "Transnational Nomads: How Somalis Cope with Refugee Life in the Dadaab Camps of Kenya. By Cindy Horst." Journal of Refugee Studies 20, no. 4 (December 1, 2007): 669–70. http://dx.doi.org/10.1093/jrs/fem042.

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Earney, C. "Transnational Nomads: How Somalis cope with refugee life in the Dadaab camps of Kenya, by Cindy Horst." African Affairs 107, no. 426 (October 4, 2007): 135–36. http://dx.doi.org/10.1093/afraf/adm076.

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de la Chaux, Marlen, and Helen Haugh. "When formal institutions impede entrepreneurship: how and why refugees establish new ventures in the Dadaab refugee camps." Entrepreneurship & Regional Development 32, no. 9-10 (July 7, 2020): 827–51. http://dx.doi.org/10.1080/08985626.2020.1789752.

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Monaghan, Christine. "Asking “Why” and “How”: A Historical Turn in Refugee Education Research." Special Issue on Refugee Education 5, no. 1 (December 2019): 35–61. http://dx.doi.org/10.33682/2smq-rj88.

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History has much to offer education in emergencies (EiE) scholars and practitioners. Most EiE research comprises qualitative case studies and, to a lesser extent, quantitative experimental studies, both of which tend to focus on either the impact of interventions or whether education processes or structures are a cause or effect of conflict. I argue that historical approaches enable researchers to ask different questions, to construct a narrative that establishes why specific policies and programs for refugee education were developed by the United Nations High Commissioner for Refugees or in particular refugee camps or settlements, and to determine why and how the field has changed over time. This enables the researcher to consider why and how policy and programmatic changes often have not brought lasting change to the challenges of refugee education, and to critically consider what future changes might be possible. In this article, I make the case for a turn to historical approaches in refugee education research by providing an example of how I used historical methods to reconstruct the education narrative of Kenya’s Dadaab and Kakuma refugee camps.

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Mwoma, Teresa, Josephine Gitome, Newton Kahumbi, Priscila Ndegwa, Muthoni Maina, and Jen Bagelman. "Role of traditional birth attendants in providing pre and postnatal care to mothers in refugee camps: a case of Ifo Camp Dadaab Kenya." International Journal of Pregnancy & Child Birth 7, no. 3 (May 18, 2021): 58–62. http://dx.doi.org/10.15406/ipcb.2021.07.00229.

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Access to skilled birth attendance is critical in improving maternal and newborn health. However, in low resource settings, rural and refugee camps, professionally trained staff are often in short supply hence women tend to rely on traditional birth attendants (TBAs) for delivery. Despite knowledge that a health care facility delivery is safer, many women from low resource environments continue to seek for the care of TBAs. In order to understand the care provided to refugee women during pregnancy and after birth, in a refugee camp, a study was conducted in Ifo Dadaab refugee camp in Kenya. The aim of this article therefore, is to document findings on participants’ perspectives on pre and post-natal care provided to women in refugee camps during pregnancy and after birth. This was a qualitative study conducted in Ifo refugee camp in Dadaab Kenya. Nine participants were purposively selected for the study to give their perspectives on the role of TBAs in providing caregiving support to refugee women during pregnancy and after birth. The participants included two married men, three traditional birth attendants, two Somali pregnant women and two refugee safe mothers. Data was collected through focus group discussions and interviews. The data was beefed up with feedback from dissemination of preliminary findings to stakeholders’ validation conference held at Kenyatta University. Findings revealed that TBAs play a critical role in supporting women during pregnancy and after birth. However, they are not able to attend to complications associated to delivery. Among the caring support cited include, guiding and counselling pregnant women, educating them on the importance of attending antenatal clinics, massaging women during labour, praying for the baby after birth, and escorting women to the health facilities to take their babies for immunization. It was also apparent that TBAs advise pregnant women on the herbs they should have in stock while pregnant. In addition, they advise women to breast feed their babies immediately after birth. While TBAs are able to assist un complicated births at home, it was apparent that it becomes challenging for them to provide support for women with complication during the birth process. In view of this, it will be more helpful for TBAs to be encouraged to guide and advise pregnant women to deliver in the health care facility, where they can escort them to get professional attention during birth

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Izugbara, Chimaraoke, Stella Muthuri, Sheru Muuo, Carolyne Egesa, Giorgia Franchi, Alys Mcalpine, Loraine Bacchus, and Mazeda Hossain. "‘They Say Our Work Is Not Halal’: Experiences and Challenges of Refugee Community Workers Involved in Gender-based Violence Prevention and Care in Dadaab, Kenya." Journal of Refugee Studies 33, no. 3 (October 12, 2018): 521–36. http://dx.doi.org/10.1093/jrs/fey055.

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Abstract Notwithstanding the growing centrality of refugee community workers (RCWs) in the current response to gender-based violence (GBV) in the Dadaab refugee camps, they remain poorly studied. Using interview data, we explored the work-related experiences and challenges as well as GBV-related beliefs of RCWs. Whilst they demonstrated elevated knowledge of the forms and drivers of GBV in their community, some of the RCWs did not deem early marriage, female genital mutilation and wife-beating to be GBV acts. In their work, RCWs were motivated by compassion for survivors as well as a sense of community service, but they faced challenges such as insecurity; poor pay; opposition and violence by community members; tense relationships with and suspicion by professional providers; and limited skills and preparation in GBV management. RCWs’ GBV-related beliefs and work experiences underscore the challenges of programming in a complex humanitarian space and offer insights for strengthening their contribution in GBV care and service delivery.

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Rossi, Massimiliano, Felix Rembold, Michele Bolognesi, Michele Nori, Stephen Mureithi, and Gert Nyberg. "Mapping land enclosures and vegetation cover changes in the surroundings of Kenya's Dadaab refugee camps with very high resolution satellite imagery." Land Degradation & Development 30, no. 3 (November 25, 2018): 253–65. http://dx.doi.org/10.1002/ldr.3212.

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Jones, Camilla, Trish Hiddleston, and Christine McCormick. "Lessons from introducing a livelihood project for unaccompanied children into an existing child protection programme in the Dadaab refugee camps in Kenya." Children and Youth Services Review 47 (December 2014): 239–45. http://dx.doi.org/10.1016/j.childyouth.2014.09.010.

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Kiguru, Gatitu, Phyllis Mwangi, and Purity Nthiga. "Bridging the Distance in Distance E-Learning." Msingi Journal 1, no. 2 (July 18, 2019): 38–49. http://dx.doi.org/10.33886/mj.v1i2.104.

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The United Nations High Commissioner for Refugees (UNHCR) and other humanitarian organisations now categorize the provision of education in emergencies as a humanitarian response to disaster. However, the very nature of an emergency situation makes the provision of education a daunting task. When entire populations are displaced and forced to live in camps as refugees in a host country, they are unlikely to have access to the physical infrastructure and other resources required for education, especially higher education. An innovative way of availing higher education opportunities to refugee populations is through distance education programmes, particularly those delivered through online e-learning platforms. As universities continue to embrace the role of humanitarian actors, they are increasingly recognizing that distance education programmes, more so e-learning ones, have the potential of reaching a wider population of refugees, enabling them access to education without requiring institutions to have a physical presence in a refugee camp. The actualization of this potential in a refugee camp setting, however, is not without challenges. Drawing on experiences from facilitating and managing a joint online certificate course targeted at refugees living in the Kakuma and Dadaab refugee camps in Kenya, this paper seeks to show that the challenges, ranging from physical distance to lack of computer skills, are doubly pronounced in refugee settings. Further, the paper highlights the innovative solutions that were used to mitigate the said challenges and shows how they can be adopted when designing distance e-learning programmes for both emergency and non-emergency situations in Africa.

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Duri, Hanan, and Dahabo Ibrahim. "Online Higher Education." Journal of Comparative & International Higher Education 12, Winter (December 8, 2020): 181–98. http://dx.doi.org/10.32674/jcihe.v12iwinter.1949.

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Online higher education has been a critical element in the lives of refugees trying to create a better future for their families and community (Kekwaletswe 2007; Crea and McFarland 2015; Giles 2018). Education programs in refugee and humanitarian contexts have been inadequate for a variety of reasons such as: a lack of resources and poor infrastructure, shortage of trained teachers, overcrowding, lack of funding from national governments and NGOs (LWF, 2015). In the last 10 years we have seen an influx of educational institutions and Northern-based universities partnering with development organizations to provide online higher education to bridge the gaps in quality education (Kirk 2006). There have been studies that speak to the potential of higher education for refugees from the perspective of development organizations. However, little has been said from the perspective of refugees themselves about their educational experiences in their local contexts. There are major differences in how men and women experience online education that deserves attention. Higher education equips refugees with the practical skills and qualifications to obtain employment opportunities within the camps or in their home countries should they return. It also enables them to think critically about their lives in a meaningful way. For women the impact goes even further, as it creates a path towards self-sufficiency, independence and empowerment (i.e., economically, politically and socially) (Kabeer, 1999). The gendered nature of access to technology has had significant impacts in the rates of participation (Kekwaletswe, 2007). Furthermore, it is also a pathway for creating female refugee scholars which is an area that is under-researched. Much of the writing on refugees by refugees themselves and development practitioners have been primarily male-dominated. The purpose of this article is to give the opportunity to heighten the female refugee scholar voice from the lens of a recent graduate of the Educational Studies program provided by York University under the Borderless Higher Education (BHER) project online higher education model. The purpose of this article is to explore the empowering potential of BHER’s online teacher education program that has allowed women (and men) to be critical, thoughtful scholars speaking about their experiences, on their own terms. BHER is a development project that seeks to build the capacity of untrained refugee teachers in the Dadaab refugee camps by delivering gender-sensitive teaching and learning skills that can build the capacity of future leaders and teachers in their communities. The findings shared in this article are from the direct experiences of Dahabo Ibrahim, who is a recent graduate of the Educational Studies program. It will highlight the unique experiences of women in Dadaab pursuing tertiary education, through their own lens. The value of women authoring their own lives, and what is meaningful to them in a patriarchal society and development industry. Our aim is to ultimately examine how female scholarship shifts the way we think about refugee education in the humanitarian context.

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Florêncio da Silva, Daniela. "VIVER “ENTRE-LUGARES” E A TRANSTERRITORIALIDADE NO CAMPO DE REFUGIADOS DE DADAAB (QUÊNIA)." Revista de Geografia 35, no. 1 (January 22, 2018): 254. http://dx.doi.org/10.51359/2238-6211.2018.234426.

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Este artigo aborda a experiência de viver “entre-lugares” no campo de refugiados de Dadaab no nordeste doQuênia. Seus vinte e seis anos de existência são modelados por uma suspensão jurídica e por uma “prática”política de formação de campos de refugiados do governo queniano, impondo muitos limites no seuacolhimento. Esses limites impostos tornam o campo de refugiados de Dadaab um espaço de fronteira, ondealém de contornados, esses limites são transpassados, mostrando que os conflitos ou estranhamentos vivenciadosnesse espaço então delimitado, dinamizam o desenvolvimento de distintas realidades, agora entrelaçadas atravésdo encontro das diferentes nacionalidades dos refugiados, de suas culturas e formas de ver o mundo. Suadescontinuidade espacial e de sentidos, tece uma geografia complexa, com outros ritmos.

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Souza, Beatriz de Barros. "John Kerry vai ao Quênia: por trás das ameaças de fechamento dos campos de refugiados de Dadaab." Cadernos CERU 26, no. 1 (February 22, 2016): 223–33. http://dx.doi.org/10.11606/issn.2595-2536.v26i1p223-233.

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O maior complexo de campos de refugiados do mundo, situado em Dadaab, província de Garissa, no Quênia, sofreu novas ameaças de fechamento abrupto pelo governo queniano em abril de 2015. Buscando evidenciar a importância de se desenvolverem estudos sobre os campos de refugiados também na América Latina, cujas fronteiras recebem maiores fluxos migratórios com o crescente cerceamento de Estados centrais à mobilidade periférica, embora essa política não se tenha firmado, esta pesquisa investiga questões subjacentes a essas ameaças com base em um breve histórico da atuação da comunidade internacional nesse campo para se proceder à análise das relações bilaterais do Quênia com os Estados Unidos, historicamente e nesse caso específico. Ao final, serão apontadas possibilidades de encerrar as operações nos campos em consonância com o Direito Internacional Humanitário

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Fernández García-Valcárcel, Aida, and Raquel Regueiro Dubra. "El derecho al agua limpia y saneamiento y su influencia en la violencia de género en el campo de refugiados de Dadaab (Kenia)." Miscelánea Comillas. Revista de Ciencias Humanas y Sociales 78, no. 153 (January 26, 2021): 703–29. http://dx.doi.org/10.14422/mis.v78.i153.y2020.008.

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El objetivo de esta investigación es analizar el derecho al agua limpia y saneamiento y su influencia en la violencia de género en el campo de refugiados de Dadaab (Kenia). Para ello se exploran los parámetros recogidos en la Observación General n.º 15 del Consejo Económico y Social de Naciones Unidas: disponibilidad, calidad y accesibilidad del agua y el saneamiento. Además, se estudian varias formas de violencia de género presentes en el campo que puedan estar relacionadas con el incumplimiento del Objetivo de Desarrollo Sostenible 6, relativo al agua limpia y saneamiento.

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Gallo, Sílvio. "Pesquisa em Educação: o debate modernidade e pós-modernidade." Pesquisa em Educação Ambiental 3, no. 1 (July 24, 2012): 33. http://dx.doi.org/10.18675/2177-580x.vol3.n1.p33-58.

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O artigo discute as repercussões que o debate em torno de uma superação damodernidade e da suposta instauração de uma pós-modernidade traz para aeducação como campo de conhecimento, mais especialmente para a pesquisa nessecampo. Discute-se criticamente a tese de que viveríamos na pós-modernidade, dadaa ênfase dessa afirmação no âmbito do pensamento social, principalmente porcompreender-se que essa expressão não tem a força e a intensidade de um conceitofilosófico, acabando vazia de sentido. Para além do debate sobre o fim ou não damodernidade, opta-se pela noção de hipermodernidade, proposta por Lipovetsky,como forma de caracterização do mundo contemporâneo, buscando compreendersuas implicações. O artigo trabalha as questões epistemológicas e políticas dadiscussão modernidade/pós-modernidade, com suas implicações para a pesquisaem educação. Conclui com uma tomada de posição em nome do pensamento e dacriação no campo da pesquisa educacional.

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Inhan Matos, Ligia Aparecida, and Renata Lèbre La Rovere. "As diferentes interpretações dos conceitos e aplicações em campo de Indicação Geográfica dadas pelas instituições brasileiras." DRd - Desenvolvimento Regional em debate 7, no. 1 (May 12, 2017): 4–24. http://dx.doi.org/10.24302/drd.v1i1.1172.

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A partir do fim do século XIX, a necessidade de elaboração de um acordo internacional que unificasse os mecanismos de proteção de indicação geográfica (IG) entre países que comercializavam bens entre si se fez premente. Vários acordos foram discutidos durante todo o século XX para culminar pouco antes da virada do milênio no Acordo sobre os Aspectos dos Direitos da Propriedade Intelectual Relacionados ao Comércio (ADIPC/TRIPS). O Brasil distingue os dois conceitos: Indicação de Procedência (IP) e Denominações de Origem (DO) na lei nº 9.279 de 14 de maio de 1996. Mas a institucionalização da lei não se faz sem imprecisões pelas instituições responsáveis pelo processo de reconhecimento do conhecimento regional de valor. Este artigo tem por objetivo apresentar as instituições que trabalham com IG no Brasil e as consequências das interpretações e aplicações em campo dos conceitos de IG.

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De Oliveira, Tania Alice. "A influência das políticas públicas na formação do professorbrasileiro e sua relação com o Ensino Religioso." Revista Pedagógica 20, no. 44 (September 7, 2018): 66. http://dx.doi.org/10.22196/rp.v20i44.4455.

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Este texto tem a intenção de discutirquestões relativas aos processos de implementação das políticas públicas voltadas para a formação do professor brasileiro enfatizando sua relação com os docentes de Ensino Religioso.No ano de 2017 tivemos uma ampla discussão acercada BNCC e depois de várias idas e vindas, em sua última versão, o componente Ensino Religioso (ER) foi contemplado. Devido a sua apresentação, formando umapêndice na BNCC dadaa sua separação da área de humanas, o documentogerou críticasentre os que enxergam o ER como área de conhecimento e aqueles laicistas radicais que veem nesta disciplina certa herança catequética.Por esses motivos, a estruturaatual da base descaracteriza uma área responsável por produzir conhecimentos sociais, no caso o Ensino Religioso. A despeito desses caminhos e descaminhoso ER encontra-se amparado legalmente fazendo jusa todo investimento intelectual que o embasa epistemologicamente, em especial pela Ciência da religião. Contudo,há de se destacar o último edital da CAPES (2018) que na qualidade de gestora das políticas públicas educacionais, assumiu uma postura excludente regulamentandoa supressão do ER de seu rol de subprojetos. Por entender que o professor de ER necessita de equiparação com os professores de outros conteúdosno sentido de formação que oportunize a discussão de planejamento, a avaliação e as metodologias existentes é que este texto se ocupa. Com isto, objetiva-se também,mostrar a relevância das políticas públicas para todos os campos de saberes,de maneira irrestrita,como forma de reivindicar seu compromisso com a formação de uma sociedade plural e laica, portanto cidadã e de acordo com o que preconiza a LDB.

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Ruiz, Javier. "Ecología de dispersión y reclutamiento de bosques húmedos tropicales." Wani 59 (February 3, 2010): 19–30. http://dx.doi.org/10.5377/wani.v59i0.256.

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En este artículo se presenta los resultados de un programa de investigación en que se cuantifican y analizan los procesos y mecanismos involucrados en la dinámica de regeneración de la especie de bosque húmedo tropical D. oleifera. Los resultados de las observaciones de campo indican que las semillas fueron acumuladas por murciélagos bajo palmas donde éstos perchan. De estas semillas, una fracción fue consumida por mamíferos terrestres y otra fue dispersada al no ser encontrada; la dispersión de semillas por mamíferos terrestres redujo la probabilidad de mortalidad de semillas. Los resultados muestran que la dispersión de semillas lejos del árbol congénere más cercano se correlaciona con altas tasas de sobrevivencia de plántulas y bajas tasas de daño causado por herbivoría insectívora. La presencia de arañas en plántulas se correlacionó con niveles bajos de herbivoría insectívora. Vástago, el estadio de crecimiento subsiguiente, presentó una distribución de reclutamiento al azar y bajas tasas de herbivoría insectívora. Tasbara dus nani dakwi wihkara pawiba bara unta busra tasbaia nanira kumira paski briba Naha ulbanka ra mahrikisa stadi muni laki kaikanka kum daukan bara dia takanba, kulki kaikaia mapara bara nahki taura auya ba mapara bara dia dukia satka nani bui dus kum nina oleifera wiba ban isti-tara pawiba unta busra nani tasbaiara. Pliska kat wih stadi muni laki kaiki banghwan pyuara wisa dusa ma naniba sakanski nani bui dus wahya mununtara paski brisa wisa. Naha dusa ma nani wina, aihwa pali unta daiura nani bui pih banghwan bara apba lika pliki sakras kanba mita wiria wiria tasbara yakawan. Unta daiura nani bui dusa ma nani yakaban ba mita sut pali tiwras apiakaka pruras munankan. Naha stadi muni laki kaikan bara wisa, naha dusa ma nani dusa tara ba wina wihkara pawi banghwanma mita witin nani sipkan ailal kau raya kaia bara daiwan sirpi nani bui sin uba ambuk munras sa. Dus sirpi lupia namika urhwi pawi nanira anancy bui ambuk muniba tanka sika daiwan sirpi lupia nani dusra ilp munan pawiba pliska bara uya apuba mita. Naha nanira main kaikan pawisa. Bara marikisa nahki pitka naha daiura sirpi nani ba kumira aipaswi banghwiba dukiara. Asangpas kau pan balna dakwi naini kau uiwi bararakwa kidi dawak sau bulna suih asangni kau aslah uduhwa kidika Adika ulna akat nininkawi tadi munwi laihwi talna as yamna kidi dawak ais kalahna kidika, kulwi talnin nininyak dawak ampat tanit kau kiwa kidi yulni dawak ais palni yulni pan as ayangni Oleifera tawa kidi uba sirihni barakwi kilkiwa kidi sau bulna suih asangnina kau. Pani kat uiwi laihwi tatalna taim yulwi panan minik balna kidika umis yakaluwi pan basni dinit kau malwi duwi atwi, adika panan minik kaupak, ramh mahni palni kidika diauh wail balna yaklauwi kakasna dawak sutni balna kidika laih walwi yakwas dadana yulni apis apis sau kau ruhna. Diauh wail balna yaklauwi panan minik balna ruruhna dai yulni bitik palni didiswas dai awaskat dadauwas dai, adika tadi munwi laih talna yakat yulwi, adika panan minik balna witin panan nuhni kaupak nailuih kau bararakna yulni witingna sipdai baisa mahni sawan ban atnin, dawak asangpas dini bikikisni balna yaklauiwi bik uhuswas atnin, Pan binina waralaih bararakwa balna kau supai yalklauiwi ambuk munwa kidika kuduh pan awaskat diauhbin satni as witingna pan balna kau ilp diawak yamni bararakwa dini balna kidi pani yakat dis yulni, panan balna kau ilp diawak bararakwi. Kaput bik nininkawi ampat adika diauhni binina adika pa as kau asla kalududuhwi bang kidi yulni. DOI: http://dx.doi.org/10.5377/wani.v59i0.256Wani No.59 2009 pp.19-30

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Olumi, Aria F. "Commentary on “Identification of 23 new prostate cancer susceptibility loci using the iCOGS custom genotyping array.” Eeles RA, Olama AA, Benlloch S, Saunders EJ, Leongamornlert DA, Tymrakiewicz M, Ghoussaini M, Luccarini C, Dennis J, Jugurnauth-Little S, Dadaev T, Neal DE, Hamdy FC, Donovan JL, Muir K, Giles GG, Severi G, Wiklund F, Gronberg H, Haiman CA, Schumacher F, Henderson BE, Le Marchand L, Lindstrom S, Kraft P, Hunter DJ, Gapstur S, Chanock SJ, Berndt SI, Albanes D, Andriole G, Schleutker J, Weischer M, Canzian F, Riboli E, Key TJ, Travis RC, Campa D, Ingles SA, John EM, Hayes RB, Pharoah PD, Pashayan N, Khaw KT, Stanford JL, Ostrander EA, Signorello LB, Thibodeau SN, Schaid D, Maier C, Vogel W, Kibel AS, Cybulski C, Lubinski J, Cannon-Albright L, Brenner H, Park JY, Kaneva R, Batra J, Spurdle AB, Clements JA, Teixeira MR, Dicks E, Lee A, Dunning AM, Baynes C, Conroy D, Maranian MJ, Ahmed S, Govindasami K, Guy M, Wilkinson RA, Sawyer EJ, Morgan A, Dearnaley DP, Horwich A, Huddart RA, Khoo VS, Parker CC, Van As NJ, Woodhouse CJ, Thompson A, Dudderidge T, Ogden C, Cooper CS, Lophatananon A, Cox A, Southey MC, Hopper JL, English DR, Aly M, Adolfsson J, Xu J, Zheng SL, Yeager M, Kaaks R, Diver WR, Gaudet MM, Stern MC, Corral R, Joshi AD, Shahabi A, Wahlfors T, Tammela TL, Auvinen A, Virtamo J, Klarskov P, Nordestgaard BG, Røder MA, Nielsen SF, Bojesen SE, Siddiq A, Fitzgerald LM, Kolb S, Kwon EM, Karyadi DM, Blot WJ, Zheng W, Cai Q, McDonnell SK, Rinckleb AE, Drake B, Colditz G, Wokolorczyk D, Stephenson RA, Teerlink C, Muller H, Rothenbacher D, Sellers TA, Lin HY, Slavov C, Mitev V, Lose F, Srinivasan S, Maia S, Paulo P, Lange E, Cooney KA, Antoniou AC, Vincent D, Bacot F, Tessier DC; COGS–Cancer Research UK GWAS–ELLIPSE (part of GAME-ON) Initiative; Australian Prostate Cancer Bioresource; UK Genetic Prostate Cancer Study Collaborators/British Association of Urological Surgeons' Section of Oncology; UK ProtecT (Prostate testing for cancer and Treatment) Study Collaborators; PRACTICAL (Prostate Cancer Association Group to Investigate Cancer-Associated Alterations in the Genome) Consortium, Kote-Jarai Z, Easton DF, The Institute of Cancer Research, Sutton, UK." Urologic Oncology: Seminars and Original Investigations 32, no. 2 (February 2014): 211. http://dx.doi.org/10.1016/j.urolonc.2013.08.019.

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Hyndman, Jennifer. "A Refugee Camp Conundrum: Geopolitics, Liberal Democracy, and Protracted Refugee Situations." Refuge: Canada's Journal on Refugees, March 6, 2013, 7–15. http://dx.doi.org/10.25071/1920-7336.36472.

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Liberal democratic norms are embodied in refugee camps and the states that host them in a multitude of ways: through refugee law and the ‘good offices’ of the United Nations; in relation to international aid and the prerequisites recipient governments must meet to receive it; and in refugee education to name but a few. In the Dadaab camps of Northeast Kenya, democracy and law meet intense geopolitical pressures. The camps are situated in what was once contested territory during the period of colonial rule. In the early 1990s and again in 2011, as Somalia faced armed conflict and related famine, thousands of refugees fled to the Dadaab camps. The presence of Somali refugees in Kenya is not politically neutral or merely humanitarian. The contradictions between liberal democratic norms and the prevailing geopolitical sentiments that favour keeping refugees in camps them are explored in the context of Dadaab.

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Abdulla, Aqeel. "Craving care in refugee camps." Dialogues in Human Geography, May 24, 2021, 204382062110202. http://dx.doi.org/10.1177/20438206211020218.

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Engaging refugees in development projects by the United Nations, or any other international aid organisation, should not be an elitist practice that presumes a hierarchy that places the organisation at the top and refugees at the bottom. For both ethical and pragmatic reasons, such projects and initiatives should take into consideration culture, religion, geography, politics, and social aspects when planning and delivering their services, otherwise their outreach and success will be hindered. This commentary looks at the emotional toll of diaspora on the Somali women interviewed for Bagelman and Gitome’s article, ‘Birthing Across Borders: “Contracting” Reproductive Geographies’, and contemplates the effects that this potentially has on the relationship between these women and health professionals in Dadaab, as well as their relationship with traditional Somali midwives.

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Abdi, Awa M. "In Limbo: Dependency, Insecurity, and Identity amongst Somali Refugees in Dadaab Camps." Refuge: Canada's Journal on Refugees, September 1, 2005, 6–14. http://dx.doi.org/10.25071/1920-7336.21328.

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The Somali civil war of 1991 left thousands of refugees scattered in neighbouring countries. This article examines the situation of the 130,000 Somalis in their second decade in Dadaab camps in Kenya, with a particular focus on the role and responsibilities of the refugee regime and the host state. It is argued that these camps are characterized by deprivations of both material and physical security. Research found that refugees’ dependency on inadequate aid is due to lack of alternative livelihoods rather than “dependency syndrome.” However, participants expressed diminished “self-esteem” resulting from their prolonged encampment. Finally, the paper presents a critique of the failure to explore solutions for protracted refugee situations on the part of the international refugee regime.

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Horn, Rebecca, Karin Wachter, Elsa A. Friis-Healy, Sophia Wanjku Ngugi, Joanne Creighton, and Eve S. Puffer. "Mapping Complex Systems: Responses to Intimate Partner Violence Against Women in Three Refugee Camps." Frontiers in Human Dynamics 3 (February 5, 2021). http://dx.doi.org/10.3389/fhumd.2021.613792.

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Armed conflict and forced migration are associated with an increase in intimate partner violence (IPV) against women. Yet as risks of IPV intensify, familiar options for seeking help dissipate as families and communities disperse and seek refuge in a foreign country. The reconfiguration of family and community systems, coupled with the presence of local and international humanitarian actors, introduces significant changes to IPV response pathways. Drawing from intensive fieldwork, this article examines response options available to women seeking help for IPV in refugee camps against the backdrop of efforts to localize humanitarian assistance. This study employed a qualitative approach to study responses to IPV in three refugee camps: Ajuong Thok (South Sudan), Dadaab (Kenya), and Domiz (Iraqi Kurdistan). In each location, data collection activities were conducted with women survivors of IPV, members of the general refugee community, refugee leaders, and service providers. The sample included 284 individuals. Employing visual mapping techniques, analysis of data from these varied sources described help seeking and response pathways in the three camps, and the ways in which women engaged with various systems. The analysis revealed distinct pathways for seeking help in the camps, with several similarities across contexts. Women in all three locations often “persevered” in an abusive partnership for extended periods before seeking help. When women did seek help, it was predominantly with family members initially, and then community-based mechanisms. Across camps, participants typically viewed engaging formal IPV responses as a last resort. Differences between camp settings highlighted the importance of understanding complex informal systems, and the availability of organizational responses, which influenced the sequence and speed with which formal systems were engaged. The findings indicate that key factors in bridging formal and community-based systems in responding to IPV in refugee camps include listening to women and understanding their priorities, recognizing the importance of women in camps maintaining life-sustaining connections with their families and communities, engaging communities in transformative change, and shifting power and resources to local women-led organizations.

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Burkardt, Aude D., Nicerine Krause, and Minerva C. Rivas Velarde. "Critical success factors for the implementation and adoption of e-learning for junior health care workers in Dadaab refugee camp Kenya." Human Resources for Health 17, no. 1 (December 2019). http://dx.doi.org/10.1186/s12960-019-0435-8.

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Abstract This paper presents the results of a case study that analyses the critical factors that influence the implementation of professional health education via blended learning in Dadaab refugee camp. It explores innovative solutions to the issues facing refugees looking for professional health training, namely the health workforce shortage and lack of training opportunities. It outlines social and political factors that impact professional health education for refugee youth. It outlines barriers and facilitators on the implementation of ‘Distance Basic Training of Healthcare Professionals’, a blended training course provided by the University of Geneva to junior health care personnel in Dadaab Refugee camp. Methods This case uses mixed methods. Descriptive statistics drawn from online surveys, learning analytics data, and exchanges on online forums and student chat groups are all used. Qualitative methods consist of two focus groups, comprising of all students (n = 27) were convened, as well as, individual semi-structured interviews with 14 of the 27 students; three with managers from the health service who supervised enrolled students; and two with senior managers who were responsible for staff and training decision-making. Qualitative data was transcribed, and thematic analyses were applied. Results The results demonstrate that barriers for the implementation of professional education in a refugee camp emerged not only from the constraints on the environment, but also from barriers stemming from legislation and administrative procedures. Data suggested weaknesses on the education system could be addressed by providing students with extra-curricular support, information and communications technology (ICT) literacy, and promoting mechanisms for peer support while broadening entry requirements to increase the enrolment of female students. Finally, providing internationally credentialed courses and transferable skills enables professional pathways for refugee students. Discussion Blended learning enables the design and delivery of high-quality medical education that is sustainable and relevant in a particular environment, e.g. refugee camps. Furthermore, the research reveals that building education pathways could enhance numbers of health workers with the appropriate skillset to serve communities.

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Hossain, Mazeda, Rachel Pearson, Alys McAlpine, Loraine Bacchus, Sheru W. Muuo, Stella K. Muthuri, Jo Spangaro, et al. "Disability, violence, and mental health among Somali refugee women in a humanitarian setting." Global Mental Health 7 (2020). http://dx.doi.org/10.1017/gmh.2020.23.

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Abstract Background There is limited evidence on the relationship between disability, experiences of gender-based violence (GBV), and mental health among refugee women in humanitarian contexts. Methods A cross-sectional analysis was conducted of baseline data (n = 209) collected from women enrolled in a cohort study of refugee women accessing GBV response services in the Dadaab refugee camps in Kenya. Women were surveyed about GBV experiences (past 12 months, before the last 12 months, before arriving in the refugee camps), functional disability status, and mental health (anxiety, depression, post-traumatic stress), and we explored the inter-relationship of these factors. Results Among women accessing GBV response services, 44% reported a disability. A higher proportion of women with a disability (69%) reported a past-year experience of physical intimate partner violence and/or physical or sexual non-partner violence, compared to women without a disability (54%). A higher proportion of women with a disability (32%) experienced non-partner physical or sexual violence before arriving in the camp compared to women without a disability (16%). Disability was associated with higher scores for depression (1.93, 95% confidence interval (CI) 0.54–3.33), PTSD (2.26, 95% CI 0.03–4.49), and anxiety (1.54, 95% CI 0.13–2.95) after adjusting for age, length of encampment, partner status, number of children, and GBV indicators. Conclusions A large proportion of refugee women seeking GBV response services have disabilities, and refugee women with a disability are at high risk of poor mental health. This research highlights the need for mental health and disability screening within GBV response programming.

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Vu, A., A. L. Wirtz, S. Bundgaard, A. Nair, G. Luttah, S. Ngugi, and N. Glass. "Feasibility and acceptability of a universal screening and referral protocol for gender-based violence with women seeking care in health clinics in Dadaab refugee camps in Kenya." Global Mental Health 4 (2017). http://dx.doi.org/10.1017/gmh.2017.18.

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Background.Gender-based violence (GBV) is both a global public health problem and violation of human rights. Refugees and internally displaced persons experience an increased risk of GBV and health outcomes associated with GBV are often exacerbated in conflict settings.Methods.A mixed methods study to examine the feasibility and acceptability of universal screening for GBV in a refugee population in the Dadaab refugee camp of Kenya, using the ASIST-GBV from January to July 2015.Results.Of 9366 women offered screening at International Rescue Committee health clinics, about 89% (n = 8369) female refugees consented to participate. Only 15% of the potentially eligible population could participate in GBV screening because of the ongoing struggle to identify private space in the clinics. Over 85% of women reported being ‘willing’ or ‘very willing’ to participate in GBV screening; 96% felt they had a good or very good experience with the screening protocol. Qualitative findings stressed the importance of securing a room/space in the busy clinic is critical to universal screening with referral to safe and confidential services for survivors.Conclusions.The findings suggest that the evidence-based ASIST-GBV is both feasible to implement and acceptable to both providers and women seeking care. Universal GBV screening and referral is an effective way for health care and service providers in humanitarian settings to assist survivors of GBV.

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Hossain, Mazeda, Rachel Jane Pearson, Alys McAlpine, Loraine J. Bacchus, Jo Spangaro, Stella Muthuri, Sheru Muuo, et al. "Gender-based violence and its association with mental health among Somali women in a Kenyan refugee camp: a latent class analysis." Journal of Epidemiology and Community Health, November 4, 2020, jech—2020–214086. http://dx.doi.org/10.1136/jech-2020-214086.

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BackgroundIn conflict-affected settings, women and girls are vulnerable to gender-based violence (GBV). GBV is associated with poor long-term mental health such as anxiety, depression and post-traumatic stress disorder (PTSD). Understanding the interaction between current violence and past conflict-related violence with ongoing mental health is essential for improving mental health service provision in refugee camps.MethodsUsing data collected from 209 women attending GBV case management centres in the Dadaab refugee camps, Kenya, we grouped women by recent experience of GBV using latent class analysis and modelled the relationship between the groups and symptomatic scores for anxiety, depression and PTSD using linear regression.ResultsWomen with past-year experience of intimate partner violence alone may have a higher risk of depression than women with past-year experience of non-partner violence alone (Coef. 1.68, 95% CI 0.25 to 3.11). Conflict-related violence was an important risk factor for poor mental health among women who accessed GBV services, despite time since occurrence (average time in camp was 11.5 years) and even for those with a past-year experience of GBV (Anxiety: 3.48, 1.85–5.10; Depression: 2.26, 0.51–4.02; PTSD: 6.83, 4.21–9.44).ConclusionRefugee women who experienced past-year intimate partner violence or conflict-related violence may be at increased risk of depression, anxiety or PTSD. Service providers should be aware that compared to the general refugee population, women who have experienced violence may require additional psychological support and recognise the enduring impact of violence that occurred before, during and after periods of conflict and tailor outreach and treatment services accordingly.

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Aizawa, Juliana Tomiko Ribeiro. "O CHIFRE DA ÁFRICA E O CAMPO PARA REFUGIADOS EM DADAAB NO QUÊNIA." Revista Brasileira de Estudos Africanos 5, no. 10 (February 26, 2021). http://dx.doi.org/10.22456/2448-3923.103154.

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Após a Segunda Guerra Mundial, as guerras de libertação nacional dos países em África ocorreram de forma violenta. As antigas colônias europeias, após os anos 1960 contaram com a ajuda humanitária do ACNUR, em razão dos mais diversos entraves sociopolíticos emergidos no continente. A Somália é um exemplo da diáspora em África, devido os golpes de Estado e violência, milhares de somalis foram desenraizados e buscaram proteção principalmente no Quênia. A crise na Somália, acarretou a criação dos campos para refugiados, como o exemplo de Dadaab (Quênia) que é mantido a mais de 28 (vinte e oito) anos. A Somália é uma país que se destaca na geopolítica global, porém o declínio político, clima semiárido e a atuação da milícia associada ao al-Qaeda, grupo armado al-Shabaab, tem dificultando ainda mais a pacificação, estabilidade e retorno dos refugiados somalis a seu país de origem.

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Santos, Alessandra Ferreira dos. "A Literatura De Mãos Dadas Com A Interdisciplinaridade No Processo De Ensino E Aprendizagem No Ensino Fundamental." Revista Científica Multidisciplinar Núcleo do Conhecimento, April 28, 2021, 107–20. http://dx.doi.org/10.32749/nucleodoconhecimento.com.br/educacao/maos-dadas.

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Dois elementos fundamentais que podem auxiliar na alfabetização das séries iniciais são a literatura e a interdisciplinaridade. A literatura é um construto interdisciplinar, considerando as diferenças de sentidos suplementares que são atribuídos às obras por parte dos autores, como também do leitor, ao gerar os diálogos com as demais áreas do conhecimento. Diante dessa simbiose, esse trabalho trata-se de resultados de uma intervenção sistemática, por meio de oficina ocorrida na Escola Municipal Vinícius de Moraes utilizando um método alternativo e auxiliando os professores nas práticas pedagógicas. Sendo assim, o objetivo do presente artigo, é uma reflexão sobre os dados colhidos por meio dessa pesquisa de campo. Buscou-se, também, mostrar como a literatura chega à educação infantil e a importância do livro na vida criança, bem como o real papel e importância da interdisciplinaridade na aprendizagem e como ela contribui para novas práticas. Além disso, o presente estudo se justifica ante a necessidade dessa pesquisa para relatar como os professores podem melhorar sua didática, estabelecer ligações entre a prática e a teoria, abrir um novo olhar e tornar o professor como um grande articulador e mediador de uma nova proposta pedagógica. Por fim, o percurso metodológico utilizado foi com as bases de dados: Google Acadêmico e Scielo (Scientific Eletronic Library Online), além de livros, teses e dissertações, entre os anos 2010 a 2020, sendo utilizados como critério os idiomas: Português e Inglês. Ressalta-se, ainda, que o presente estudo se trata de uma pesquisa de cunho qualitativo, que buscou coletar dados sem a intervenção do pesquisador, realizada em uma turma de primeiro ano, do Ensino Fundamental, na Escola de Ensino Fundamental Vinicius de Morais, de Lucas do Rio Verde.

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Journal articles on the topic 'Dadaab Camps'

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