There is no such thing as a "typical" student: a narrative approach to the experience of migrant students in Portugal

O principal objetivo desta tese centra-se na exploração e interpretação qualitativa, na suacomplexidade e diversidade, das experiências (de aprendizagem) de estudantes estrangeiros/asem Portugal. Ciente de que as suas experiências podem conter uma panóplia de diferentesaspetos, esta investigação está centrada em três dimensões específicas.Primeiro, as experiências de estudantes migrantes será abordada na sua ligação com ofenómeno da migração internacional, o que permite a exploração empírica das suas experiências,não apenas em relação ao estatuto estudantil (em contextos universitários), mas também emrelação ao estatuto migratório (no ambiente sociocultural em que estão inseridos).Segundo, esta tese está centrada nas consequências da migração estudantil, especialmente emtermos de aprendizagem multicultural, procurando compreender se e como a experiência damigração poderá aumentar a aprendizagem. Ou seja, o foco não reside nas aprendizagensacadémicas mas na aprendizagem decorrente da própria experiência de viver num país diferente.Terceiro, em linha com a teoria da aprendizagem transformadora, esta investigação procuracompreender se as aprendizagens experienciadas por estudantes migrantes durante a migraçãoforam transformadoras, e como essas transformações se desenvolveram ao longo do tempo.Procurando alcançar uma compreensão profunda das suas experiências migratórias, umaabordagem biográfico-narrativa foi utilizada e doze narrativas foram construídas e analisadasinterpretativamente. Os resultados aqui apresentados resultam de uma base empírica sólida,que totalizou 12 participantes e 41 sessões biográficas. A estratégia interpretativa foi guiadapelas assunções da análise narrativa, focada na singularidade de cada relato migratório. Depoisde compreender cada narrativa individualmente, foi realizada uma análise interpretativa detodas as narrativas e alguns temas relevantes foram selecionados para discussão.Os resultados indicam que a migração e a aprendizagem estão intrinsecamente ligadas. Osparticipantes apresentam uma perceção positiva sobre as aprendizagens decorrentes das suasestadias internacionais, sugerindo que a experiência de viver num país diferente proporciona amigrantes numerosas oportunidades de aprendizagem. Os/as estudantes aparentaram estarenvolvidos/as em processos de aprendizagem transformadora, indicando que a migração podepromover mudanças significativas na forma em que estudantes migrantes fazem sentido domundo e das suas trajetórias biográficas. Relativamente ao fenómeno da migração estudantil,os resultados dão conta de uma diversidade excecional de experiências, sugerindo que não háum perfil de aluno 'tipo', especialmente se a investigação recorre a instrumentos metodológicoscapazes de dar conta da complexidade deste fenómeno. Com base nestes resultados, tambémsão fornecidas algumas recomendações para as universidades portuguesas, relativamente àsestratégias dirigidas à crescente diversidade dos seus corpos estudantis

CRECER EN UNA CRISIS INTERMINABLE: TRANSICIONES Y ASPIRACIONES DE JÓVENES EN PORTUGAL

Over the past two decades, young people have faced increasing social and economic instability. Before the world had fully recovered from the tremendous effects of the global financial crisis of 2007-08, it was hit by the COVID-19 pandemic. With the effects of such crises being felt unevenly, what are the implications of these challenging times for the educational and professional aspirations of young people in vulnerable situations? To investigate, this paper draws on the lived experiences of young people (15-24 years old) in Portugal, ranging from early leavers from education and training to students currently enrolled both in mainstream schools and other educational institutions. The qualitative data used are drawn from two distinct research projects. By combining these two data sets, we have expanded our understanding of the impact of these crises on young people’s aspirations and educational trajectories. The findings indicate that, within the framework of successive economic, political and social crises, pre-existing situations of social vulnerability tend to intensify and may lead to disengagement from school, and even dropping out. Often, the need to help support their families leads many young people to enter a competitive and highly precarious labour market. This article renders visible the impact that structural and systemic factors – intrinsically linked to issues of inequality and social injustice – can have on the educational aspirations and trajectories of young people in a society in which ‘being in crisis’ has somehow become the new norm.En las dos últimas décadas, los jóvenes se han enfrentado a una creciente inestabilidad social y económica. Antes de que el mundo se haya recuperado completamente de los tremendos efectos de la crisis financiera mundial de 2007-08, se vio afectado por la pandemia del COVID-19. Dado que los efectos de este tipo de crisis se dejan sentir de forma desigual, ¿cuáles son las implicaciones de estos tiempos difíciles para las aspiraciones educativas y profesionales de los jóvenes en situación de vulnerabilidad? Para investigarlo, este artículo se basa en las experiencias vividas por jóvenes (15-24 años) en Portugal, desde los que abandonan prematuramente la educación y la formación hasta los estudiantes actualmente matriculados tanto en escuelas ordinarias como en otras instituciones educativas. Los datos cualitativos utilizados proceden de dos proyectos de investigación distintos. Al combinar estos dos conjuntos de datos, hemos ampliado nuestra comprensión del impacto de estas crisis en las aspiraciones y trayectorias educativas de los jóvenes. Los resultados indican que, en el marco de sucesivas crisis económicas, políticas y sociales, las situaciones preexistentes de vulnerabilidad social tienden a intensificarse y pueden conducir a la desvinculación de la escuela, e incluso al abandono escolar. A menudo, la necesidad de ayudar a mantener a sus familias lleva a muchos jóvenes a entrar en un mercado laboral competitivo y muy precario. Este artículo hace visible el impacto que los factores estructurales y sistémicos -intrínsecamente ligados a cuestiones de desigualdad e injusticia social- pueden tener en las aspiraciones y trayectorias educativas de los jóvenes en una sociedad en la que “estar en crisis” se ha convertido en la nueva norma

Visiones de jóvenes sobre su participación en medidas educativas en el Norte de Portugal: entre desafíos y oportunidades

This article explores the participation of young citizens in educational contexts when almost twenty years have passed since the European Union recognized them as a social group different from children. Young people are now considered to have specificities and rights as European citizens, with a crucial role in the building of Europe. This article argues in favor of the exertion of educational citizenship by young people. Within this framework, young men and women were enquired on the reasons for their participation in an educational intervention measure, in a school, and a compensation measure in a training center, with a view to addressing early school leaving. Biographical interviews were conducted in two distinct longitudinal phases. The measures were designed along the educational lines defined by Europe. The research was carried out within the framework of the international RESL.eu project, in four very different institutions. The school which took part in the research included teaching from kindergarten through to Grade 12, in an area of priority educational intervention covered by the national TEIP program. The training center had to do with the field of wood and furniture. Both institutions are located in the North of Portugal, in an urban and an industrial area, respectively.Este artículo se centra en la participación de jóvenes, como dimensión crucial de su ciudadanía, en el contexto educativo, después de casi veinte años del reconocimiento de la juventud como grupo social distinto de los niños, en la Unión Europea. Las y los jóvenes son ahora reconocidos por sus especificidades y derechos como ciudadanas y ciudadanos europeos, con un papel crucial en la construcción de Europa. Argumentamos a favor del ejercicio de la ciudadanía educativa por las y los jóvenes. Con estos supuestos, ellas e ellos son consultados sobre las razones de su participación en una medida educativa de intervención, en la escuela, y una medida de compensación en un centro de formación/ entrenamiento, en la lucha contra el abandono escolar prematuro. Estas medidas se produjeron en conjunción con las preocupaciones europeas sobre la educación. La investigación se llevó a cabo en el marco del proyecto internacional RESL.eu, en cuatro instituciones muy distintas. La escuela de educación regular científica humanista pertenece a un grupo escolar, desde el jardín de infancia hasta el 12º grado, en un área de intervención prioritaria educativa cubierta por el programa nacional TEIP; y el centro de formación/ entrenamiento es en el campo de la madera y los muebles. Ambas las instituciones están ubicadas en el Norte de Portugal, la primera en una zona urbana y la segunda en una zona industrial

Isogeometric analysis: an overview and computer implementation aspects

Isogeometric analysis (IGA) represents a recently developed technology in computational mechanics that offers the possibility of integrating methods for analysis and Computer Aided Design (CAD) into a single, unified process. The implications to practical engineering design scenarios are profound, since the time taken from design to analysis is greatly reduced, leading to dramatic gains in efficiency. The tight coupling of CAD and analysis within IGA requires knowledge from both fields and it is one of the goals of the present paper to outline much of the commonly used notation. In this manuscript, through a clear and simple Matlab implementation, we present an introduction to IGA applied to the Finite Element (FE) method and related computer implementation aspects. Furthermore, implemen- tation of the extended IGA which incorporates enrichment functions through the partition of unity method (PUM) is also presented, where several examples for both two-dimensional and three-dimensional fracture are illustrated. The open source Matlab code which accompanies the present paper can be applied to one, two and three-dimensional problems for linear elasticity, linear elastic fracture mechanics, structural mechanics (beams/plates/shells including large displacements and rotations) and Poisson problems with or without enrichment. The Bezier extraction concept that allows FE analysis to be performed efficiently on T-spline geometries is also incorporated. The article includes a summary of recent trends and developments within the field of IGA

Worldwide trends in underweight and obesity from 1990 to 2022: a pooled analysis of 3663 population-representative studies with 222 million children, adolescents, and adults

Background Underweight and obesity are associated with adverse health outcomes throughout the life course. We estimated the individual and combined prevalence of underweight or thinness and obesity, and their changes, from 1990 to 2022 for adults and school-aged children and adolescents in 200 countries and territories. Methods We used data from 3663 population-based studies with 222 million participants that measured height and weight in representative samples of the general population. We used a Bayesian hierarchical model to estimate trends in the prevalence of different BMI categories, separately for adults (age ≥20 years) and school-aged children and adolescents (age 5–19 years), from 1990 to 2022 for 200 countries and territories. For adults, we report the individual and combined prevalence of underweight (BMI <18·5 kg/m2) and obesity (BMI ≥30 kg/m2). For schoolaged children and adolescents, we report thinness (BMI <2 SD below the median of the WHO growth reference) and obesity (BMI >2 SD above the median). Findings From 1990 to 2022, the combined prevalence of underweight and obesity in adults decreased in 11 countries (6%) for women and 17 (9%) for men with a posterior probability of at least 0·80 that the observed changes were true decreases. The combined prevalence increased in 162 countries (81%) for women and 140 countries (70%) for men with a posterior probability of at least 0·80. In 2022, the combined prevalence of underweight and obesity was highest in island nations in the Caribbean and Polynesia and Micronesia, and countries in the Middle East and north Africa. Obesity prevalence was higher than underweight with posterior probability of at least 0·80 in 177 countries (89%) for women and 145 (73%) for men in 2022, whereas the converse was true in 16 countries (8%) for women, and 39 (20%) for men. From 1990 to 2022, the combined prevalence of thinness and obesity decreased among girls in five countries (3%) and among boys in 15 countries (8%) with a posterior probability of at least 0·80, and increased among girls in 140 countries (70%) and boys in 137 countries (69%) with a posterior probability of at least 0·80. The countries with highest combined prevalence of thinness and obesity in school-aged children and adolescents in 2022 were in Polynesia and Micronesia and the Caribbean for both sexes, and Chile and Qatar for boys. Combined prevalence was also high in some countries in south Asia, such as India and Pakistan, where thinness remained prevalent despite having declined. In 2022, obesity in school-aged children and adolescents was more prevalent than thinness with a posterior probability of at least 0·80 among girls in 133 countries (67%) and boys in 125 countries (63%), whereas the converse was true in 35 countries (18%) and 42 countries (21%), respectively. In almost all countries for both adults and school-aged children and adolescents, the increases in double burden were driven by increases in obesity, and decreases in double burden by declining underweight or thinness. Interpretation The combined burden of underweight and obesity has increased in most countries, driven by an increase in obesity, while underweight and thinness remain prevalent in south Asia and parts of Africa. A healthy nutrition transition that enhances access to nutritious foods is needed to address the remaining burden of underweight while curbing and reversing the increase in obesit

Worldwide trends in underweight and obesity from 1990 to 2022 : a pooled analysis of 3663 population-representative studies with 222 million children, adolescents, and adults

A list of authors and their affiliations appears online. A supplementary appendix is herewith attached.Background: Underweight and obesity are associated with adverse health outcomes throughout the life course. We estimated the individual and combined prevalence of underweight or thinness and obesity, and their changes, from 1990 to 2022 for adults and school-aged children and adolescents in 200 countries and territories. Methods: We used data from 3663 population-based studies with 222 million participants that measured height and weight in representative samples of the general population. We used a Bayesian hierarchical model to estimate trends in the prevalence of different BMI categories, separately for adults (age ≥20 years) and school-aged children and adolescents (age 5–19 years), from 1990 to 2022 for 200 countries and territories. For adults, we report the individual and combined prevalence of underweight (BMI 2 SD above the median). Findings: From 1990 to 2022, the combined prevalence of underweight and obesity in adults decreased in 11 countries (6%) for women and 17 (9%) for men with a posterior probability of at least 0·80 that the observed changes were true decreases. The combined prevalence increased in 162 countries (81%) for women and 140 countries (70%) for men with a posterior probability of at least 0·80. In 2022, the combined prevalence of underweight and obesity was highest in island nations in the Caribbean and Polynesia and Micronesia, and countries in the Middle East and north Africa. Obesity prevalence was higher than underweight with posterior probability of at least 0·80 in 177 countries (89%) for women and 145 (73%) for men in 2022, whereas the converse was true in 16 countries (8%) for women, and 39 (20%) for men. From 1990 to 2022, the combined prevalence of thinness and obesity decreased among girls in five countries (3%) and among boys in 15 countries (8%) with a posterior probability of at least 0·80, and increased among girls in 140 countries (70%) and boys in 137 countries (69%) with a posterior probability of at least 0·80. The countries with highest combined prevalence of thinness and obesity in school-aged children and adolescents in 2022 were in Polynesia and Micronesia and the Caribbean for both sexes, and Chile and Qatar for boys. Combined prevalence was also high in some countries in south Asia, such as India and Pakistan, where thinness remained prevalent despite having declined. In 2022, obesity in school-aged children and adolescents was more prevalent than thinness with a posterior probability of at least 0·80 among girls in 133 countries (67%) and boys in 125 countries (63%), whereas the converse was true in 35 countries (18%) and 42 countries (21%), respectively. In almost all countries for both adults and school-aged children and adolescents, the increases in double burden were driven by increases in obesity, and decreases in double burden by declining underweight or thinness. Interpretation: The combined burden of underweight and obesity has increased in most countries, driven by an increase in obesity, while underweight and thinness remain prevalent in south Asia and parts of Africa. A healthy nutrition transition that enhances access to nutritious foods is needed to address the remaining burden of underweight while curbing and reversing the increase in obesity.peer-reviewe

International Students in the UK and EU: Fluid Contexts and Identities in a Changing Europe

This chapter focuses on the construction of the “international student” in the contemporary social, cultural, and political context of the UK and Europe more generally. The chapter examines the literature on international student experiences over the last decade, critiquing the notion of UK national identity in relation to international students and setting this against the social, cultural, and political changes that have influenced international students’ sense of themselves. Having unmasked the fragility of conceiving of international students according to national identity alone, the chapter goes on to consider international students in the European context with a specific focus on narratives of international students attending universities in Portugal, collected by the second author of this chapter. The results suggest that scholarship on international students must take into account the fluidity of national identities. The chapter concludes with a discussion of international students’ identities and how they are influenced by social, cultural, and political contexts