Polska edukacja wobec wojny w Ukrainie. Znaczenie szkolnych relacji w procesach integracyjnych i we wzmacnianiu spójności społecznej

The educational barriers facing migrant students are examined in this research based on the experiences of teachers and Mexican migrant middle school students in Salinas, California. Through the research, I ask if academic barriers for migrant students differ from obstacles of their peers and if so, what are those differences? The barriers to migrant students’ education were explored through a literature review, examining themes of parental involvement, teacher–student relationships, student self-esteem, and the use of educational programs. Through snowball sampling, semi-structured interviews, and surveys, data were collected from four teachers and 18 migrant students to understand how these themes manifested and affected educational experiences. Research results have shown that positive teacher–student relationships were dependent on respect and understanding of one’s cultural background. Both academic and migration stresses affected student self-esteem and attitude towards schooling. Educational programs organized by various educational institutions helped students develop skills needed to meet state testing requirements despite outside social and cultural factors. Interviews demonstrated parents’ inability to support their children academically due to educational, language, or working restrictions. This research contributes to an increased understanding of migrant education by identifying and analyzing consistent experiences of migrant students within the American educational system.

Free mobility provides greater diversity in migration motives and settlement intentions by opening up migration as an opportunity to a wider range of individuals. This paper identifies migration motives by using pre- and post-migration information available in linked Finnish and Swedish register data covering the period 1988–2005. Finland and Sweden have been part of the Nordic common labour market since 1954 allowing Nordic citizens to move without barriers. Results reveal substantial diversity in temporary migration and labour market integration by the reason for migration. Migrants who are classified as student migrants have a high prevalence of return migration and circulation. Individuals classified as labour migrants often return migrate, but they are less likely to circulate than student and family migrants. Findings on economic integration show that the majority of labour migrants enter employment within the first two years after immigration. Student and family migrants enter the labour market in a step-wise fashion, but student migrants’ income surpasses that of labour migrants about five years after immigration. The results underscore that focusing solely on one country provides only a partial understanding of the dynamics underlying migration and integration.

This study aims to explore the multifaceted challenges faced by migrant students in educational settings, focusing on legal, psychological, and economic barriers. The research employs a mixed-methods approach, combining quantitative and qualitative data to provide a comprehensive analysis. A survey was conducted with 500 migrant students from various educational institutions across five countries, examining their experiences with legal, psychological, and economic challenges. In addition, 50 in-depth interviews with educators, policy makers, and migration experts were conducted to gain insights into systemic issues. The study revealed that migrant students face significant challenges across all three dimensions—legal, psychological, and economic. Over 60% of students in the study cited issues with residency permits, affecting their eligibility for financial aid, participation in extracurricular activities, and in some cases, their ability to enroll in school at all. Over 70% of the surveyed students reported experiencing social isolation, bullying, or discrimination in school environments. This negatively affected their academic performance and mental well-being. Financial instability was another prominent barrier, with 65% of the migrant students’ families reporting difficulty in affording school supplies, technology, or transportation to school. The study concludes that legal, psychological, and economic barriers significantly hinder the educational outcomes of migrant students. Legal documentation issues prevent many students from fully participating in educational programs, while psychological challenges such as social isolation and mental health struggles lead to poorer academic performance. Economic barriers exacerbate these issues by limiting access to necessary educational resources and support.

Migrant children are considered one of the most at-risk populations in the United States. They face multiple obstacles of poverty, poor health, mobility, and limited English proficiency, which contributes to the difficulties that migrant children may encounter in the educational system. Limited research has been conducted regarding migrant students with disabilities. The purpose of this study was to examine the extent to which the migrant student population was identified as having disabilities in Texas. Analyses were conducted on a state level, district level, and disability category level. Data were obtained from the Texas Education Agency. The sample consisted of 223 districts that had a total of 9,078 migrant special education students. The state-level analysis found that migrant students, collectively, were not disproportionately represented in special education when compared to the overall state percentage of migrant student representation in general education. The district-level analysis, however, ...

Four general issues in migrant students' educational problems are discussed: access to services, availability of services, appropriateness of services, and continuity of services. The importance of changing educational policies in order to provide services to migrants is discussed, and statutes of six states which serve migrant students are examined. It is concluded that state statutes in these six states do not preclude interstate cooperation in order to solve problems of educating migrant handicapped students.

There are more than 225 million rural-to-urban migrant workers, and some 20 million migrant children in Chinese cities. Because of policies related to the household registration (hukou) system, migrant students are not allowed a public high school education in the cities, so their urban education stops abruptly at the end of middle school. This book investigates the post-middle school education and labor market decisions of migrant students in Beijing and Shanghai, and provides a glimpse into the future of a crucial link in China’s development. The stories of how these migrant students seek upward mobility and urban citizenship also reveal one of the most intricate structural inequalities in China today. Based on quantitative data collected from middle schools in Beijing and Shanghai, and ethnographic data drawing on in-depth interviews with migrant children, their parents, and teachers, this book offers a portrait of the migration and educational experiences and prospects of second generation migrant youth in China today. It explores the urban experience of migrant students, contrasting it with that of local city youngsters, examining the migrant students’ family backgrounds, family dynamics, neighborhood and school experience, and interaction with locals. It goes on to look at the migrant students’ education and career aspirations, the structural obstacles preventing their fulfilment, and how migrant families respond to institutional constraints on educational opportunity. Finally, the book concludes with a discussion of policy implications and offers proposals for resolving the dilemmas of migrant youth. This book will of great interest to students and scholars of Chinese studies, Asian education, migration and social development.

To understand the role of written advance directives (ADs) in medical decision making through examination of qualitative and quantitative data sources. We specifically wanted to address whether physicians unilaterally disregard advance directives. Block randomized controlled trial to improve decision making and outcomes of seriously ill patients. Five academic medical centers. Fourteen hospitalized, seriously ill adults were randomized to receive an intervention of patient-specific information on prognoses and specially trained nurse to facilitate decision making. To be included in this analysis, patients reported having an AD and also met one of these criteria of severity: were comatose, had objective estimate of prognosis for surviving 2 months of 40% or less, or died during this hospital admission. Quantitative data sources consisted of medical record review and interviews with the patient (when possible), surrogate, and responsible physician about prognosis, symptoms, preferences, and decision making. Qualitative data consisted of narratives by the nurse responsible for counseling and facilitating decision making. Each element of the quantitative database was reviewed, and a timeline of communication and decision making was constructed. Qualitative data were analyzed using grounded theory and narrative summary analysis. We compared and contrasted qualitative and quantitative data to better understand the role of ADs in decision making. In each case, the patient had a period of diminished capacity in which ADs should have been invoked. Advance directives played an important role in decision making of 5 of 14 cases, but even in those cases, life-sustaining treatment was stopped only when the patient was "absolutely, hopelessly ill." In two of these cases, the family member wrongly reported that the patient had an AD, and in the remaining seven cases, ADs had a limited role. The limited role could not be traced to a single explanation. Rather, a complex interaction of several factors was identified: patients were not considered hopelessly ill, so the directive was never seen as applicable and a transition in the goals of care did not occur; family members or the designated surrogate were not available, were ineffectual, or were overwhelmed; or the content of the AD was vague, or not applicable to the clinical situation, and the intent in completing the AD was never clarified. A physician did not unilaterally disregard a patient's preference in any of the cases. Two factors that enhanced the role of the AD were an available surrogate who was able to advocate for the patient and open communication between the physician and the surrogate in which the patient's prognosis was reconsidered. Our findings indicate that physicians are not unilaterally disregarding patients' ADs. Despite the patients' serious illnesses, family members and physicians did not see them as "absolutely, hopelessly ill." Hence, ADs were not considered applicable to the majority of these cases. Cases in which ADs had an impact evidenced open negotiation with a surrogate that yielded a transition in the goals of care.

Migrant students, including refugees and international students who begin or continue their education in Turkey, encounter several challenges. This study aimed to identify the challenges that migrant students face in the Turkish higher education system. The sample of the study consisted of 75 migrant students from six universities in Turkey in the 2019–2020 academic year. Demographic information of the students was gathered utilizing a survey that yielded information on students’ gender, age, nationality, length of stay in Turkey, intention to stay in Turkey, ownership of Turkish citizenship, the reason for migration, and future plans. Qualitative data were collected via semi-structured interviews and focus group discussions. Analyses of the data revealed school-related challenges, such as courses and contents, communication, culture, discrimination, exams, homework, physical conditions, registration, and rules. Besides the school-related ones, there were language learning challenges stemming from the Turkish language and English language learning processes.

The purpose of the researcher was to investigate the opinions of migrant parents and regular classroom teachers toward migrant education. A status survey factorial design was employed. The independent variables investigated were: position (parent and teacher), age (parent and teacher), gender (parent and teacher), amount of formal education (parent and teacher), parent involvement, number of children in school, number of years taught, level taught, and migrant students in class. The dependent variables were scores from the following subscales of the Opinion Toward Migrant Education Questionnaire: Migrant Students, Migrant Parents, Migrant Education, Regular Classroom Teacher, Migrant Classroom Teacher and Total. The sample consisted of 34 migrant parents and 136 regular classroom teachers. Four composite null hypotheses were tested at the .05 level of significance employing three-way analysis of variance (general linear model). A total of 144 comparisons were made plus 19 recurring. Of the 144 comparisons, 60 were for main effects and 84 were for interactions. Of the 60 main effects, 10 were statistically significant at the .05 level. Of the 84 interactions, 13 were statistically significant at the .05 level. Results of the present study appeared to support the following generalizations: 1. classroom teachers view the scale Migrant Parents more positive than migrant parents, 2. classroom teachers view the scale Migrant Education more positive than migrant parents, 3. classroom teachers view the scale Migrant Classroom Teacher more positive than migrant parents, 4. classroom teachers view the scale Total (the entire set of items) more positive than migrant parents, 5. classroom teachers with B.S. Degrees view the scale Migrant Students more positive than classroom teachers with M.S. Degrees or higher , 6. classroom teachers with more than 15 years of experience view the scale Migrant Students more positive than classroom teachers with 7 through 15 years of experience . 7. classroom teachers who had no migrant students in class view the scale Migrant Students more positive than classroom teachers who had migrant students in class, 8. classroom teachers with more than 15 years of experience view the scale Migrant Classroom Teacher more positive than classroom teachers with 7 through 15 years of experience, 9. classroom teachers who had no migrant students in class view the scale Total (the entire set of items) more positive than classroom teachers who have migrant students in class, 10. the age and gender of classroom teachers should be interpreted concurrently for Regular Classroom Teacher, 11. position, age and gender for classroom teachers and parents should be interpreted concurrently for Regular Classroom Teacher, 12. amount of parent formal education and parent involvement should be interpreted concurrently for Migrant Parents, 13. amount of parent formal education and parent involvement should be interpreted concurrently for Migrant Education, 14. amount of parent formal education and parent involvement should be interpreted concurrently for Migrant Teacher, 15. parent involvement and number of children in school should be interpreted concurrently for Migrant Teacher, 16 . amount of parent formal education and parent involvement should be interpreted concurrently for Total (the entire set of items), 17. amount of formal education, number of years taught and level taught should be interpreted concurrently for Migrant Students, 18. amount of formal education and level taught should be interpreted concurrently for Migrant Teacher, 19. number of years taught and level taught should be interpreted concurrently for Migrant Teacher, 20. amount of formal education and number of years should be interpreted concurrently for Migrant Teacher, 21. amount of formal education and migrant students in class should be interpreted concurrently for Migrant Teacher, and 22. amount of formal education and years taught should be interpreted concurrently for Total.

This research aims to produce a Standard recipe and quality beef rendang. This type of research is qualitative and quantitative research using mixed method. The research was conducted in the city of Lubuk Alung in March 2020. Data source There are two namely: a qualitative data source is taken from people who are good at making meat rendang, quantitative data sources are obtained from 5 limited panelists. Qualitative data collection techniques are observations, interviews, documentation and quantitative data collection techniques are prganoleptic test poll formats. Qualitative data analysis techniques using three threads of activity are: data reduction, data presentation, drawing conclusions and quantitative data analysis techniques using formulas (Mx = ∑ x/N), the validity of qualitative data validity test data namely: extension Observational, diligent observation, and tringulation. Based on the results of the research obtained Rendang meat recipes include materials used, the number of ingredients, how to make, and the quality of Rendang meat. From this beef Rendang recipe that is used as a standardized beef Rendang recipe that has been converted. Standardized beef Rendang recipe conducted organoleptic test to quality to get the good quality of beef Rendang include: The form of Beef rendang (square), color (blackish brown), aroma (fragrant), texture (soft), and flavor (savory).

This research aims to produce a Standard recipe and quality beef rendang. This type of research is qualitative and quantitative research using mixed method. The research was conducted in the city of Lubuk Alung in March 2020. Data source There are two namely: a qualitative data source is taken from people who are good at making meat rendang, quantitative data sources are obtained from 5 limited panelists. Qualitative data collection techniques are observations, interviews, documentation and quantitative data collection techniques are prganoleptic test poll formats. Qualitative data analysis techniques using three threads of activity are: data reduction, data presentation, drawing conclusions and quantitative data analysis techniques using formulas (Mx = ∑ x/N), the validity of qualitative data validity test data namely: extension Observational, diligent observation, and tringulation. Based on the results of the research obtained Rendang meat recipes include materials used, the number of ingredients, how to make, and the quality of Rendang meat. From this beef Rendang recipe that is used as a standardized beef Rendang recipe that has been converted. Standardized beef Rendang recipe conducted organoleptic test to quality to get the good quality of beef Rendang include: The form of Beef rendang (square), color (blackish brown), aroma (fragrant), texture (soft), and flavor (savory).

Migrant children are considered one of the most at-risk populations in the United States. They face multiple obstacles of poverty, poor health, mobility, and limited English proficiency, which contributes to the difficulties that migrant children may encounter in the educational system. Limited research has been conducted regarding migrant students with disabilities. The purpose of this study was to examine the extent to which the migrant student population was identified as having disabilities in Texas. Analyses were conducted on a state level, district level, and disability category level. Data were obtained from the Texas Education Agency. The sample consisted of 223 districts that had a total of 9,078 migrant special education students. The state-level analysis found that migrant students, collectively, were not disproportionately represented in special education when compared to the overall state percentage of migrant student representation in general education. The district-level analysis, however, indicated that there was a disproportionate representation of migrant students that received special education services in many school districts in Texas. Moreover, the disability category-level analysis indicated that there was a higher percentage of migrant students that received services under the learning disability category than would be expected.

Fitra Tul 'Aini (2024): Standardization of the Traditional Recipe for Cassava Leaf Rendang in Nagari Sijunjung, Sijunjung Regency. Thesis D4 Hospitality Management, Department of Tourism. Faculty of Tourism and Hospitality, Padang State University. As of right now, Nagari Sijunjung Sijunjung Regency lacks an ordinary recipe. Variations are the cause of this in the amount of ingredients used, the processing method, and the color, texture, flavor, and scent of cassava leaf rendang in this region. The purpose of this study is to develop a universally recognized recipe for Nagari Sijunjung's cassava leaf rendang. This kind of study uses a hybrid methodology that blends quantitative and qualitative data. Five knowledgeable individuals with extensive experience in crafting Cassava Leaf Rendang provided the qualitative data source. Three panelists, who were restricted to UNP Culinary Management lecturers, got the quantitative data source. The methods of collection, reduction, data presentation, and conclusions in qualitative data analysis are as follows. Techniques for analyzing quantitative data employ the formula (Mx = ∑X)/N). The study yielded a single standard formula that included the following parameters: color (very brown), texture (very soft cassava leaves), aroma (very fragrant with Rendang seasoning), and flavor (very tasty cassava leaves). Keywords: Standardization, Recipes, Traditional Specialties, Cassava Leaf Rendang

Transitions in Balinese society as a result of internal conflict are critical opportunities to discover solutions for a better future for the society. The problem is how to investigate the conflict as part of the Balinese transitional development stages. Thus, the objective of this research is to answer that problem by examining the irregular transition stages of mass organization, also known as ‘ormas’ in Bahasa Indonesia, as a Balinese Community-Based Organisation (CBO) to get a better insight into Balinese society's transformation. This research employs a mixed method covering quantitative and qualitative descriptive data analysis. The qualitative data is collected by employing explorative key informant interviews while a survey of 519 respondents in six regions including Tabanan, Gianyar, Badung, Karangasem, Buleleng, and Denpasar is the source of quantitative data. The analysis presents the early stage of Balinese ‘ormas’ development followed by major issues and contradictions of the ‘ormas’ based on Balinese community perceptions. The main finding is that there were distortions in ‘ormas’ life cycles that hid their comparative advantages to become an ideal CBO. This paper concludes that ‘ormas’ transformation is the important step toward ideal CBO as part of Balinese community development. Therefore, adopting Lewin’s change model with general practical steps as well as some policing practices can support the future development of Balinese CBOs for a better contribution to Balinese communities.

Combative sports are characterized by skills in rapidly switching from offense to defense, and it is considered difficult to acquire such skills. The purpose of this study was to design a combative sport (Kendo) class unit and examine its effectiveness. Two teaching materials involving a form of exaggeration (game modification) were developed to aid better understanding. The participants were 39 7th grade students (19 boys and 20 girls), one student teacher, and another teacher who had more than 20 years teaching experience. Both teachers were Kendo rank holders. Eleven physical education classes were conducted as the experimental Kendo teaching unit. Qualitative and quantitative data were gathered. The qualitative data source was a journal written by the teachers, sentences written by the students on their learning sheets, comments made by students at interviews about their thoughts during Kendo training, and those made by teacher's colleagues during class observation. The quantitative data source was a motivation questionnaire for formative evaluation of physical education classes developed by Takahashi et al. (1994), and the students' game performance. The motivation questionnaire and student game performance were analyzed by descriptive statistics whereas qualitative data were analyzed by the method of SCAT (Otani, 2007). The results of this study indicated that the student's skill learning motivation and skill acquisition tended to be high, when analyzed through the students' game performance through exaggeration games and mini-games. It suggested that the approach employed in this unit was successful, and that the exaggeration games applied in the unit were effective for concurrent skill acquisition. We consider that modification of games for combative sport training should be developed more actively.