HIS 2215 Purdue Week 2 Complex Emergencies Somalia and Ethiopia Response


Student Summary Response – Discussion Board

  • Read your classmates summary of the article and question.
  • Respond to the question asked using two references.
  • Provide ideas that persuade your reader to agree or disagree with your response; argue your point (response) reasonably. When responding the other ask yourself if your response is logical.
  • You need to provide examples to support your response; these can be facts and excerpts from readings, your own experiences or other sources.
  • If a classmate’s question makes you consider the material in a new way or makes you think of new examples then make sure to include that in your response.
  • Response should be thoughtful and relevant to the other students’ discussion questions.
  • This response cannot be less than 250 words.
  • Whenever you include information that is not your own, please provide an in text citation and referencing of your source.

For all the assignments you are expected to use the American Psychological Association (APA) format of both in text citation and referencing (you can find more information on citation here:


Student summary

Complex Emergencies

In the feature article “Understanding Complex Humanitarian Emergencies in the Horn of Africa: Causes, Determinants, and Responses,” the author, Daniel Chacreton, explains how complex emergencies are formed and how they affect the citizens within.

War between Ethiopia and Somalia led to pause in the governments and living situations of the country. This war led the civilians out of their country that they called home, causing complex emergencies. These innocent people were led out of their due to the declining of economy, health, and the government. Refugees of Somalia began increasing greater than ever. Not only did the war between Ethiopia and Somalia lead to destruction of their countries, so did Ethiopia and Eritrea. Politics affected their countries in many ways. The government was in favor of the war and not the people, “Politics is possibly the largest causative factor when it comes to complex emergencies. At times, government officials, in both developed and developing nations, can act in their personal or ideological best interest and not in that of their citizens” (Chacreton, 2013).

These wars not only had negative effects on the population, but also on resources, “The destruction of infrastructure, the loss of human capital, and the reallocation of funds from development projects to defense spending, all have negative effects on the population” (Chacreton, 2013). Without the necessary resources of health, government, and the economy, the country becomes a complex emergency. When these crisis or complex emergencies occur, malnutrition is commonly an end result. Refugees have a high rate of malnutrition due to limit nutrition provided. Refuges often have Vitamin C deficiencies, which cause a number of health problems. These serious problems that can arise from food and resource insecurity explains why it is one of the most important determinants to the outcome of complex emergencies” (Chacreton, 2013). Prolonged worse and the course of complex emergencies play a huge role on health and mortalities rates of their citizens.

To resolve these complex emergencies, food, water and shelter need to be in place. Health needs to also be initiated, including medical, dental, mental, and women’s healthcare. Preventable diseases and deaths needs to be stopped in their place. The rate of the saddened situations has become so high, initiatives need to be established, “The primary, and often, goal of many complex emergency responses is to limit the immediate morbidity and mortality associated with these events” (Chacreton, 2013). As a healthcare provider, how can you prevent infections and diseases to refugees during a complex emergency? What resources do you need?


Chacreton, D. (2013). Understanding Complex Humanitarian Emergencies in the.

Journal of Global Health Perspectives,

1-11. Retrieved March 24, 2019

HIS 2215 – Student Response Rubric
Engages the reader by
establishing a context and
analyzing a situation
Excellent (2)
Shows strong evidence of
synthesis of ideas that
address the prompt.
Insightful analysis conveys
significance of the
condition, situation, or
issue. Effectively states a
central idea (thesis).
Skillfully selects and uses
a range of writing
strategies such as
Uses a range of writing strategies comparing and contrasting,
using concrete details,
description, personal
experience, and evidence
Good (1)
Average (0.5)
Below Average (0)
Shows little evidence of
Shows evidence of
synthesis of ideas and
Shows no evidence of
synthesis of ideas that
does not adequately
synthesis of ideas and
address the prompt.
address the prompt.
does not address the
Analysis conveys
Attempts to convey
prompt. Lacks
significance of the
analysis of the condition, analysis.Does not clearly
condition, situation, or
situation, or issue.
state a central idea
issue. Clearly states a
Attempts to state a central
central idea (thesis).
idea (thesis).
Writing strategies are
Accurately selects and
Attempts to use a range of used ineffectively. Does
uses a range of writing
writing strategies such as not apply strategies such
strategies such as
comparing and
as comparing and
comparing and
contrasting, using concrete
contrasting, using
contrasting, using
details, description,
concrete details, or
concrete details,
personal experience and
description. Lacks
description, personal
personal experience and
experience, and evidence
Writing is mostly clear,
Writing is clear, concise,
concise, and well
and well organized with
Writing is unclear and/or
organized with good
disorganized. Thoughts
Creates an organizing structure
are not expressed in a
construction. Thoughts are
construction. Thoughts are
logical manner.
expressed in a coherent
expressed in a coherent
and logical manner.
Writing is unclear and
disorganized. Thoughts
ramble and make little
Demonstrates consistent
Demonstrates control of
Demonstrates some
Demonstrates little control
control of grammar, usage,
usage, grammar,
control of usage, grammar,
of usage, grammar,
Demonstrates understanding of
punctuation, sentence
punctuation, sentence
punctuation, sentence
punctuation, sentence
English language conventions
construction, and spelling. construction, and spelling. construction, and spelling. construction, and spelling.
Very few errors found.
Occasional errors found.
Frequent errors found.
Numerous errors found.
APA style Citation/Reference
Used APA format
throughout the narratives,
no errors
Used APA format with 2
Used APA format with 3
Used APA format with
more than 3 errors

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