Mekanisme Survival Selama Pandemi Covid-19: Belajar Dari Pengalaman Perempuan Single Mother di Perdesaaan Madura

The impact of the Covid-19 pandemic adds to the burden for single mothers. In addition to performing two functions at once, the pandemic forces them to survive difficult situations. This article describes the challenges facing single-mother as well as survival mechanisms during pandemics by phenomenological studies through direct observation and in-depth interviews conducted on single mothers in Ponteh Village. Data showed some of the challenges single-mother faced during the pandemic. First, there is an increase in double burden. One of the additional tasks for a single mother is the increasing burden of taking care of households needs due to their children’s schooling from home. Second, the decrease in income for household needs resulted from the government's mobility restriction policy. Third, the stereotyping of women (widows) that leads to social pressures. Survival mechanisms carried out by single mother during the pandemic are as follows. First, fostering optimism and taking care of each other. Second, using social relationships. Third, downsizing through reduced consumption and food substitutes, and fourth, diversifying and intensifying their jobs. This article therefore adds to the understanding that single mother women are no longer considered women who are unable to take care of their families when in fact they are able to overcome helplessness and difficult challenges.

Introduction

This chapter begins by showing why college is so consequential to Americans’ lives. It then describes how and why the US education system is stratified by social class. The road to college, especially a selective college, is much smoother for those who come from more affluent and educated families. The farther down on the socioeconomic ladder you go, the bumpier and steeper the climb to college becomes. Social class matters to children’s schooling because parents’ childrearing strategies continue to influence children even after they leave home. Yet the current narratives that we have about adolescents do not reflect their religious upbringing. The chapter introduces a new childrearing logic that cuts across social class groups and accounts for the role of religion: “religious restraint.” This chapter also describes the state of religion in America and explains why this book is primarily about “abiders”—Christians who display high degrees of religiosity.

Preventive Recommendations to Reduce the Impact of Poor Ergonomics on Children during Online Learning

The term 'ergonomics' and 'human factors' are interchangeable, 'ergonomics' is generally used in regard to physical features of the workplace, such as workstations and control panels, whilst 'human factors' is generally used in regard to the larger system in which people co-operate. This COVID 19 pandemic impact make the children to stay at home only and government of India has been supported the online education for the children and because of that change the whole learning system in India. While attending the classes at home mostly the parents don’t have that much knowledge regarding ergonomics to prevent the lot of physical as well as mental health problems, impact of poor ergonomics kids faced lot of problems like headache, back pain, knee pain, eye irritation etc as we called as repetitive strain injuries and musculoskeletal health has been deteriorated. Conclusion: Parents and teachers do not appear to involve schoolchildren in conversations about safe computing behaviors, which might be due to their own lack of understanding of computer ergonomics and also the impact of COVID 19 Pandemic drastically affect the children’s schooling and have to learn at home through the online education system. Ergonomic education should also include into the school curriculum as future necessity.

Marshallese Families’ Reported Experiences of Home-school Connections: An Asset-based Model for Critiquing “Parental Involvement” Frameworks and Understanding Remote Schooling during COVID-19

COVID-19 closed school buildings across the United States, forcing a shift to remote education. How families navigated remote schooling likely varied across class, racial, and ethnic differences, raising questions about how the pandemic might deepen educational inequities. We talked to Marshallese migrant families in a town in the South Central United States about their experiences with remote schooling in Spring 2020. Findings suggest families engaged in school activities at home and were invested in their children’s schooling. They reported numerous inequities tied to technology access and “time-collisions” between familial and educational schedules. They also reveal culturally specific patterns of home-school interactions we call “distributed involvement.” These issues are relevant during in-person as well as remote schooling. Families’ reports suggest problems with normative models of “parental involvement,” revealing ways to make home-school connections more culturally sustaining. A better understanding of reported COVID-19 experiences can inform educational policies and practices in post-pandemic futures.

Refugee Status, Settlement Assistance, and the Educational Integration of Migrants’ Children in the United States

Initial relations between the host society and migrants are likely to influence whether and to what degree migrants receive tangible and intangible settlement support that might affect their children's educational integration. As part of the 1980 Refugee Act, the United States officially began to provide settlement support to one group of migrants - refugees, thus institutionalizing more favorable host-society relations for refugees compared to non-refugee migrants. This article assesses the general idea that post-1980 US refugees will show higher levels of integration than non-refugees by testing the specific hypothesis that refugees’ foreign-born children will attain (by adulthood) higher levels of educational attainment than their non-refugee counterparts. As expected, we find that more schooling is completed among refugees’ children than among non-refugees’ children, all else being equal. We also observe that the level of governmental support at arrival is positively associated with educational attainment among refugees’ children. As expected, schooling differentials also drop in accordance with arrival-period declines in support due to drops in refugee children's schooling. The results highlight the pivotal roles that initial host-society/migrant relations play in fostering refugee integration and underscore the potential societal benefits from adopting and maintaining settlement policies for migrants.

The role of family networks and social capital on women's fertility intentions in Ouagadougou, Burkina Faso

Family solidarities remain strong in African societies. In Ouagadougou, transfers within extended family networks provide an omnipresent means for coping with life's difficulties, and the desired number of children remains relatively high. The role of family networks in maintaining high fertility is rarely studied however for lack of data in conventional demographic surveys. This study uses original retrospective data and logistic regression methods to explore the role of the extended family's social capital in shaping women's desire for children in Ouagadougou. Results show that women belong to three types of family networks: (1) women who belong to large family networks on both her own and her husband's side and who maintain a moderate number of close relations with their own relatives; (2) women who also belong to large family networks on both their and their husband's sides but who maintain a greater number of close relations with their own blood relatives; (3) unmarried women with relatives only on their side and numerous close relations with their family. Support for children's schooling comes more often from women's relatives in networks type 2 and 3, and from husbands' relatives in network type 1. Support for children's schooling increases with the level of economic resources in family networks (proxied by the presence of a public employee), in all network types. Women in type 2 networks (centered on women's relatives) are more likely to want additional children compared to women in type 1 networks (centered on their husband's relatives), after controlling for economic resources in networks. This result suggests that practical support provided by family members could play a role, on top of economic support, in encouraging high fertility in Ouagadougou.

Social Impacts of a Mega-Dam Project as Perceived by Local, Resettled and Displaced Communities: A Case Study of Merowe Dam, Sudan

The paper assesses social impacts of a mega-dam project (Merowe Dam in Sudan) as perceived by host and affected communities (i.e., upstream, downstream, and relocated residents), which is not commonly seen in the literature. Primary survey and interviews were conducted with 300 residents, government officials, the Dam Implementation Unit (DIU), NGOs and other key informants. Five inter-related areas of impact were scrutinized: (a) displacement of communities; (b) resettlement of displaced communities in a new location; (c) technological factors; (d) social mobility factors; and (e) economic and political institutions. Results show that Merowe Dam exerted positive as well as adverse social impacts on local communities. Increase in home sizes, opportunities for children’s schooling and quality of life improvement ranked as the top three positive impacts with residents located downstream scoring relatively higher than relocated and upstream residents. Relocated residents also showed positive attitudes towards the provision of essential services (schools, health facilities, availability of running water, electricity, marketplace, etc.), thereby enabling them to enjoy and flourish in their social lives. The adverse impacts are centered on intangible factors, such as, sentimental effects closely related to their feelings, loss of history, memories, nostalgia about the old place, and grievances regarding compensation packages and its management. Therefore, it is important to recognize the need for long-term monitoring of the resettlement process and provide emotional support to those displaced and resettled. Furthermore, there is also a need to address the livelihood requirements of local communities in the affected region.

“I’m not a teacher”: A case of (dys)functional parent-teacher partnerships in a South African township

Teachers collaborating with parents is an axiom of successful school programmes. The parents’ role should be supportive and complementary to the teachers’ pedagogical function. A functional or dysfunctional parent-teacher partnership is a predictor of children’s success or failure in school. The functionality of parent-teacher partnerships is often measured through student achievement. The aim of this article was to illuminate how a coordinated parent-teacher partnership can be supportive to children’s schooling. Focus is on teachers’ teaching role complimented with the supportive and monitoring role of parents. Data were collected through interviews with parents and teachers at a township primary school. I engage the concern that a lack of parental involvement affects parent-teacher partnerships in township schools. Findings of this study demonstrate teachers’ lack of understanding of the sociocultural and economic circumstances constraining parental involvement, resulting in a chasm of understanding between teachers and parents on how to collaboratively support children’s learning positions at school and at home.