The sensory memory of the researcher: retrospective and critical reflections on the role of the senses in migration research

21st-century skills demand that learners have critical thinking and creative thinking skills, which can be used in solving problems in everyday life in chemistry learning activities. The Scientific Critical Creative Thinking (SCCrT) model is one of the constructivist learning models that can train students' critical thinking and creative thinking skills. The purpose of this study was to determine the difference between the critical thinking skills and creative thinking skills of students with the SCCrT model (experimental class) and the Direct Instruction (DI) model (control class) in learning salt hydrolysis material. Quasi-experimental research method with nonequivalent control group design, research sample class XI MIPA SMAN 10 Banjarmasin. The research data were obtained from the test results of learners' critical and creative thinking skills, then analyzed descriptively, qualitatively, and inferentially (with the SPSS program version 25). The results showed that the average critical thinking skills with the SCCrT model were higher than those of the DI model (significance value 0.001 < 0.05). The average creative thinking skills with the SCCrT model are also higher than those of the DI model (significance value 0.002 < 0.05). Thus, the SCCrT model is better than the DI model in training learners' critical thinking and creative thinking skills in learning salt hydrolysis material.

The 21st century as the information age implies that everyone, including students, must be literate in the development and advancement of knowledge-based information and communication technology. That is, students in schools as early as possible must be invited to build 21stcentury knowledge and skills, namely 4C skills. To accommodate this, the learning model must accommodate student centered learning models, one of which is quantum flipped learning (QFL) as a substitute for direct flipped learning (DFL). The aims of this study were 1) to analyze the main and interactive effect between the QFL model vs. the DFL model and students' cognitive involvement on their critical and creative thinking in learning physics. To achieve this goal, experimental research was conducted using a post test only control group design. The population of this research is high school students of class XI SMAN 4 Singaraja, and the sample is 4 classes selected by class random technique. The research data were collected with critical thinking tests, creative thinking tests, and cognitive engagement questionnaires. The research data were analyzed using two-way multivariate analysis of variance. Hypothesis testing was carried out at a significance level of 5%. The results showed that 1) critical thinking and creative thinking of students who studied with the QFL model were higher than students who studied with the DFL model, 2) students who had high cognitive engagement showed critical thinking and creative thinking skills that were not different from students who had low cognitive engagement, 3) there is no interactive effect between the learning model and students' cognitive involvement on critical thinking and creative thinking. The implication of this research is that to achieve optimal critical thinking and creative thinking, physics learning will be better if using the QFL model, students who have low cognitive engagement to be guided and motivated in learning to be able to increase their cognitive engagement in learning, both levels of cognitive involvement students are accommodated by both models.

Considering the contribution of labor migration to the reemployment of the unemployed and the fact that there is a paucity of studies on this in existing literature, this research studies the connections between the primary, return, and onward migrations and the reemployment of unemployed labor in Taiwan. The distinction among these three types of migration is essential for avoiding ambiguous and misleading empirical findings. A motivation for this research is the desire to obtain insights into the apparent contradiction between the relatively high geographical mobility of the unemployed and the persistence of a high unemployment rate in Taiwan since the mid-1990s. Based on the 1991-2006 ”Quasi-Longitudinal Manpower Utilization Survey”, the research goals are threefold: (1) to assess the effectiveness of the ”disappointment hypothesis”, ”chronicity hypothesis”, and ”responsiveness hypothesis” in explaining repeat (i.e. onward and return) migration behaviors of the unemployed; (2) to ascertain the relationship between migration of the unemployed and reemployment; (3) to distinguish the relative effectiveness of primary, onward, and return migrations in promoting reemployment of the unemployed. Major research findings are as follows: (1) the three hypotheses all gain partial support, and none could exclusively explain the repeat migration behaviors of the unemployed; (2) past migration experiences, individual characteristics (gender, age, education, etc.), business cycle, availability of labor market information, and ties to and strength of kinship-friendship networks are crucial in explaining the migration behaviors of the unemployed; (3) a change in labor force status tends to trigger labor migration, and relative to the employed workforce, the unemployed are more prone to choose return migration than onward migration; (4) once the decision of repeat migration has been made, the unemployed who eventually get reemployed are more likely to engage in onward migration than the unemployed who do not successfully acquire a new job; (5) although the business cycle exhibits the expected negative effect on return migration for the unemployed, the positive association between the business cycle and migration of the unemployed is mainly shaped by its effect on primary and onward migrations amongst the unemployed; (6) in contrast to its primary and onward counterparts, return migration of the unemployed is selective of those with less human capital and lower in the occupational hierarchy.

The Costs and Returns of Human Migration

This research-to-practice work in progress paper outlines the use of evidence-based practices and learning to enhance critical thinking skills in students through data visualization. Data visualization is a multi-stage process that enables the transformation of complex data into visual representations that inform without overwhelming its audience. The purpose of this study is to investigate how data visualization learning experiences enhances students’ critical thinking skills. In this paper we identify the conceptualization of critical thinking in the data visualization process. A design-based research approach is used to empirically investigate the main research question: after participating in data visualization learning experiences, in what ways do students engage in design practices that enhance development of critical thinking skills? The working hypothesis is students experience greater learning gains when instructions include design challenges integrated with the data visualization process and mapped to critical thinking that requires them to exhibit higher-order-thinking skills. The first aim of the study is to identify critical thinking skills that are evident in the data visualization process. The second aim is to identify habits of the mind competencies that are evident in the data visualization process. The implications of this work will inform the implementation of the Paul-Elder critical thinking framework into the data visualization process with the goal of building essential intellectual traits in undergraduates. In this work, the data visualization process facilitates the logical structure of connected elements of higher-order thinking that relate to one another within the theoretical frameworks of critical thinking and habits of the mind. This research is significant because it informs the practice of engineering through a problem-solving activity and computing education by introducing data visualization as method for improving critical thinking skills; a requirement for STEM students, a desired skill for all students.

Different migration theories generate competing hypotheses with regard to determinants of return migration. While neoclassical migration theory associates migration to the failure to integrate at the destination, the new economics of labour migration sees return migration as the logical stage after migrants have earned sufficient assets and knowledge and to invest in their origin countries. The projected return is then likely to be postponed for sustained or indefinite periods if integration is unsuccessful. So, from an indication or result of integration failure return is rather seen as a measure of success. Drawing on recent survey data (N = 2,832), this article tests these hypotheses by examining the main determinants of return intention among Moroccan migrants across Europe. The results indicate that structural integration through labour market participation, education and the maintenance of economic and social ties with receiving countries do not significantly affect return intentions. At the same time, investments and social ties to Morocco are positively related, and socio-cultural integration in receiving countries is negatively related to return migration intentions. The mixed results corroborate the idea that there is no uniform process of (return) migration and that competing theories might therefore be partly complementary.

This article offers insight into the motivations behind voluntary North-South return migration by examining returnees’ own understanding and perception of return. Adopting a bottom-up approach and drawing on semi-structured in-depth interviews with eleven Iranian returnees, this study asks: How do return migrants perceive and articulate what motivated and facilitated their decision to return from a prosperous country in the Global North to the challenging living conditions of their home country in the Global South? How do they explain the role of their stay-behind families in shaping their return migration trajectory? Informed by social network theory, this article showcases the agency of North-South return migrants as active social actors in the process, wherein their return is shaped by transnational relationships, particularly family ties, regardless of the context of return. Family ties act as a driving force of return migration not only when stay-behind families provide emotional and practical support to return migrants but also when migrants feel a sense of duty towards family members who have remained in the homeland and may need their care. This study contributes to scholarship on return migration by undertaking a critical examination of return migration theories grounded in economic models. In the study of voluntary return migration, scholars have focused significant attention on the economic push and pull factors informed by the rational choice theory. The economic models, however, do not fully explain the seemingly puzzling North-South return cases where migrants participate in return migration from a prosperous country to an economically adverse context of their homeland. This study highlights the role of family ties in return migration process and challenges the dichotomous success-failure narrative about return.

This study aims to develop e-worksheets using contextual teaching and learning to improve students' critical mathematical thinking. The method used in developing e-worksheets was design research. The research data were obtained through validation questionnaires, student responses, and critical mathematical thinking skills tests. The research subjects used were 36 Year 10 students in one of the public high schools in West Bandung Regency. Based on the results of data analysis, the validation results obtained were 3.6 with valid criteria, and student responses about practicality obtained 'very practical' criteria with an average percentage of 86%. The product's effectiveness is said to be 'Very Good' with an average score of 80.75 from the students' post-test. The increased students' critical thinking resulted in the ‘Moderate’ criteria with an N-Gain of 0.66. E-worksheets with contextual teaching and learning are feasible and can improve students' critical mathematical thinking skills on the comparison of trigonometric function.

Among the greatest faults of which we are guilty in migration research is being locked into the same kinds of questions related to the same concepts of migration that were developed years ago for a particular setting at a particular time (Goldstein 1976:428). Internal migration, conventionally defined, involves a shift in perma? nent residence from one place to another. The qualifying adjectives used by scholars from many disciplines indicate that movements of moderately long duration do not necessarily eliminate an eventual, and equally 'permanent' return to the original place. Thus the notion of 'return migration' is basic to formal demography (e.g. Feindt and Browning, 1972); the economist Walter Elkan (1967) uses 'circular migration' to describe wage-labor movements in East Africa; and Breese (1966:83), a sociologist focusing upon Third World urbanization, speaks of 'floating migration'. Pierre George, the French geographer, finds the fluidity of wage-labor mobility in West Africa to be so persistent that he dispenses with both the term migration and its several adjectives in favor of one evocative word?turbulence (George 1959:200). One clear implication of all these terms and distinctions is that the concept of internal migration only faintly captures the full meaning of territorial mobility. Many movements involve the interchange of people between points of origin and destination, such as villages and towns, both individually and in small groups. All of the movements, however, have in common the characteristic that they begin and ultimately terminate in the same community and consequently involve no change in permanent place of residence. Being repetitive and perhaps cyclic, such movements have been termed circulation by both the anthropologist J. Clyde Mitchell (1961) and the geographer Wilbur Zelinsky (1971). For the people in-

Harnessing the Development Potential of Return Migration

The dominance of housing may reflect limitations in the menu of investment choices available to migrants in the country of origin. In many developing countries individuals face relatively few savings opportunities where productive assets (such as land farm assets) are associated with high risks and/or low rates of return. Housing investments offer unique advantages in that they are durable highly visible and associated with low risk and monitoring requirements. However there are some important drawbacks associated with housing investments. In particular where resale and rental markets for housing are not well developed migrants housing assets may be relatively illiquid and irreversible. In the next section I provide some background on general patterns of investment behavior among migrants. Here the evidence on housing investments is discussed for a rich set of migrant sending and receiving countries. In Section III I develop the conceptual framework for understanding migrants housing investment decisions. Section IV provides a description of the data sources. Section V outlines the empirical strategy. In Section VI I discuss the empirical findings. Section VII presents conclusions. (excerpt)

BackgroundReturn migration, the process of migrants returning to their countries of origin, is a vital aspect of migration that has received growing attention in recent years. One area of focus in the study of return migration is understanding the motivations that drive migrants to return home. Conducting a regional literature review on the dynamics and factors influencing return migration can provide valuable insights into this complex and dynamic phenomenon. It can inform policy development, help to address economic and social issues and contribute to our understanding of migration patterns and trends in the region. PurposeThis study, therefore, aims to understand the dynamics and factors that influence return migration to Sub-Saharan Africa, a region that has experienced significant outflows of migration over the past few decades. This study provides an understanding of the drivers of and barriers to return migration and how far they resonate with factors of mobility and immobility. MethodsA two-decade systematic literature review was conducted to determine the driving factors and barriers that influence return migration to Sub-Saharan Africa (SSA). Multivariate factors of return migration were examined based on the central question: why do migrants return to their homeland? The multiple-step systematic literature search covers a broad range of factors of return migration to sub-Saharan Africa. ResultThe findings indicate complex scenarios influencing decisions to return to the region, with the interplay of driving factors as well as barriers to return. Social, personal, economic, and policy factors were among the major drivers of return migration, but social and personal drivers were found to be the major motivating factors of decisions to return to SSA, compared to policy and economic issues. The observed drivers and barriers to returning migration in SSA were categorized and discussed under thematic sections considering structural, individual and policy issues. ConclusionThe study concludes that migrants’ decisions to return could be determined by numerous structural factors, such as economic, political, social and environmental circumstances, both at the place of origin and at the destination. Therefore, the review could be a useful contribution to future research, governments, mobility-oriented organizations and policymakers for effective return-migration strategies.

There is little reason to study return migration with theoretical instruments other than the ones usually employed in migration studies in general. The actual research concentrates on the classic migration topics: the demographic composition of the (return-) migration flow, the motives for (return) migration, the (re-) integration of migrants etc. The only crucial difference lies in the fact that it is impossible to study return migration without first considering the emigration factors. The most important question here is: was the emigration meant as permanent or only as a temporary step?

4 Migration research and analysis: Growth, reach and recent contributions

Critical and creative thinking skills are very important in the 21st century. The creative problem-solving learning model and the STEM approach are suitable for training critical and creative thinking skills in learning. This study aims to: 1) analyze the need for an e-book based on creative problem solving integrated with STEM, hereinafter referred to as BOTIPOSTEM and 2) analyze the eligibility of BOTIPOSTEM. This type of research is research and development (R&D) using the ADDIE model. Research data were obtained through interviews, questionnaires, validation sheets, and readability sheets. The data were analyzed descriptively quantitatively and using Aiken's V. The results showed that: 1) the development of BOTIPOSTEM is in the very needed category based on the teacher's response; 2) BOTIPOSTEM obtained an average Aiken score of 0.96 by material experts and 0.92 by media experts, the percentage of readability obtained an average score of 96% by teachers and 93% by students. Data analysis shows that BOTIPOSTEM has a high level of validity and readability. Thus it can be concluded that BOTIPOSTEM is very much needed and eligible to used in learning to train students' critical and creative thinking skills at school.