Artículos de revistas sobre el tema "Alunni immigrati"

- The way immigrant students are distributed in the Italian schools appears unequal, both at regional and at local level, and also in the single schools and classes. The article reflects upon the consequences of such phenomenon and on the strategies to be carried out in order to prevent the building of "separate classes", mostly attended by students whose citizenship is not Italian. The article takes into account the ways distribution is carried out in several European countries - and in particular the case of the carte scolaire in France -, analising the policies of orientation of enrolments and the risks of school apartheid. For what concerns Italy - where there is a variety of situations because of the liberalisation of accesses - the risk of an unequal distribution and of an -inner segregation- is confirmed, which could be emphasized by special measures in favour of immigrants. Finally, the article introduces the reasons for the school mix and the debate on the consequences of heterogeneity in class, which is linked to a greater equity but not necessarily to a lower scholastic achievement, as long as it is supported by measures of complex instruction, differentiated didactic, intercultural prospective, and a planning at local level based on the pact between school and territory.Keywords immigrants school inequality intercultural education distribution

Scopo di questo articolo č analizzare la situazione socio-demografica di un gruppo di 208 alunni stranieri residenti nel Comune di Verona, che frequentano le scuole dell'infanzia statali, comunali e private della cittŕ. Il flusso in ingresso costantemente in aumento, la percentuale sempre maggiore di donne e bambini stranieri, le nuove nascite di minori con passaporto estero avvenute nel nostro Paese ed infine, l'entrata nell'Unione Europea della Romania, che ha determinato una rapida crescita della presenza di cittadini romeni nel territorio italiano, rendono urgente la necessitŕ di effettuare studi che forniscano dati sull'integrazione degli alunni stranieri figli di immigrati, partendo appunto dalla distribuzione dei cittadini stranieri sul territorio, dalla composizione delle loro famiglie, dalla loro capacitŕ reddituale, dal titolo di studio che possiedono, le loro aspettative ed i loro programmi per il futuro.

Nel 2013 la presenza di minori stranieri in Italia ha raggiunto quote numeriche importanti, soprattutto per la presenza di seconde generazioni (44%). Famiglie e giovani stranieri puntano sull'istruzione anche a compensazione di diritti sociali che sentono negati (ius sanguinis); i livelli formativi degli immigrati stanno aumentando gradatamente, ma si segnalano alcune criticità: a) la persistenza di un gap negativo tra i risultati scolastici degli alunni di nazionalità italiana e straniera; b) in certi istituti la maggiore visibilità delle diverse provenienze etniche in alcune aree sembra provocare disagi nelle interazioni tra autoctoni e immigrati; c) in alcune sezioni scolastiche ad elevata incidenza di stranieri, la concentrazione di problematiche sociali mette in allarme la concezione anti-discriminatoria e liberale della scuola. Tuttavia anche in tali sezioni ci sono risorse educative che non vanno sottovalutate.

Il saggio si sofferma sull'accesso all'istruzione obbligatoria e sulle condizioni di esercizio del diritto fondamentale all'istruzione dei minori stranieri. Su tali posizione soggettive incidono in modo significativo ipotesi di intervento quali le "classi-ponte" (o classi di inserimento) e recenti provvedimenti ministeriali (il limite massimo del 30% di alunni stranieri nelle classi previsto dalla circolare del Ministero dell'istruzione n. 2 del 2010). Dopo aver argomentato la dimensione antidiscriminatoria assunta dal principio di eguaglianza nella giurisprudenza costituzionale sulla condizione dello straniero, l'A. mette in luce i profili problematici di proposte che tendono a superare il modello di integrazione scolastica piena affermatosi in Italia negli ultimi vent'anni. L'opzione politica in favore delle classi-ponte, oltre ad apparire culturalmente arretrata e tecnicamente inadeguata, si rivela soprattutto costituzionalmente discriminatoria. A sua volta, il provvedimento sul "tetto" del 30% presenta margini non irrilevanti di ambiguitŕ (proprio in relazione alla possibile creazione "mascherata" di classi di inserimento) e dŕ luogo a numerose difficoltŕ applicative, alcune delle quali suscettibili di configurare vere e proprie discriminazioni. Si propongono pertanto, anche sulla base di indicazioni provenienti dall'Unione europea, altre modalitŕ di intervento, piů efficaci e rispettose dell'autonomia scolastica.

In questo contributo si intende presentare l’analisi linguistica di un campione di comunicazioni scuola-famiglia, redatte da istituti comprensivi campani e trasmesse attraverso i rispettivi siti web. Dai testi analizzati emerge l’immagine di uno spaccato della scuola italiana ancorato a un comodo livello “neutro” della scrittura amministrativa, oggi ancora più di ieri inadeguato sia rispetto all’integrazione e alla partecipazione alla vita scolastica di famiglie e alunni immigrati sia rispetto all’attrattività della scuola italiana sul piano internazionale. Administrative writing between internationalisation and sustainability: the case of the Italian school This paper presents the linguistic analysis of a sample of school-family communications written by Campanian comprehensive institutes and transmitted through their respective websites. The image of a cross-section of the Italian school anchored to a comfortable “neutral” level of the administrative writing emerges from the analyzed texts. This linguistic attitude is inadequate today even more than yesterday both with respect to the integration and the participation in school life of immigrant families and pupils and with respect to the attractiveness of the Italian school on an international level.

Il saggio indaga le dinamiche di segregazione scolastica emergenti nel contesto urbano di Milano. A una bassa segregazione etnica a livello residenziale non corrisponde necessariamente un basso rischio di segregazione a livello scolastico, poiché le dinamiche di segregazione scolastica emergono dall'interazione di diversi processi: la crescita del numero di minori di origine straniera in etŕ scolare; l'esistenza di microconcentrazioni di immigrati in alcuni quartieri della cittŕ; le differenze nelle dinamiche demografiche tra popolazione italiana e straniera; il delinearsi di strategie attive delle famiglie italiane volte ad evitare scuole ritenute socialmente inadatte, alla ricerca di ambienti che offrono migliori opportunitŕ di riproduzione del capitale sociale famigliare.

Nella nuova società globale e pluralistica appare fondamentale fornire agli insegnanti le necessarie competenze non soltanto per adattarsi ai continui mutamenti in atto, ma anche per ridefinire costantemente la loro funzione educativa e le loro metodologie didattiche. La necessità di fornire un'effettiva formazione interculturale agli insegnanti è stata più volte ribadita, nel corso degli ultimi decenni, sia dalle istituzioni europee sia da molti studiosi che hanno affrontato la questione dell'educazione e dell'integrazione degli alunni immigrati nelle scuole del Vecchio Continente. A questo proposito, particolare interesse rivestono gli inviti a partecipare ai programmi europei di mobilità per garantire a tutti gli educatori la possibilità di fare esperienze formative e di sviluppo personale che li portino ad entrare in contatto diretto con altre realtà educative e culturali e a conoscere altri punti di vista e altri modi di fare scuola. Nel presente articolo sarà posta particolare attenzione alla disamina delle Raccomandazioni, Risoluzioni e documenti vari elaborati dalle istituzioni europee in merito all'educazione interculturale e alla questione della formazione interculturale dei docenti.

Le migrazioni odierne costituiscono un cambiamento strutturale della società contempora-nea, manifestano i segni delle trasformazioni degli assetti geopolitici mondiali, le dinamiche della globalizzazione e gli effetti che essa sta producendo sulla società (Sassen, 2014; Geisel-berger, 2017; Bauman, 2017; Latour, 2017). Il mondo sta cambiando profondamente e al tempo stesso cambiano gli strumenti di lettura della società: la globalizzazione e lo sviluppo delle nuove tecnologie hanno creato interconnessioni ed interdipendenze che mettono in di-scussione categorie concettuali autoreferenziali ed etnocentriche. In questa prospettiva, le migrazioni globali e la crescente mobilità verso l'Europa rendono molto rilevante l'analisi dei processi di inclusione sociale in relazione alle risposte che offrono i sistemi educativi. Non si tratta più solo di accogliere migrazioni temporanee, ma di imparare a costruire insieme, e imparare ad abitare uno spazio comune in vista di insediamenti durevoli (Latour, 2017). Questo cambiamento induce a rivedere radicalmente il canone monoculturale della scuola, a ripensare le strutture organizzative, il progetto pedagogico e le sue matrici curricolari. Il cambiamento epocale di questi ultimi decenni induce ad assumere una nuova vision in cui la scuola è chiamata a confrontarsi con le trasformazioni che attraversano la società globale e con il riemergere della condizione antropologica dell'homo migrans, in movimento da una parte all'altra del globo attraverso infrastrutture fisiche e/o telematiche, che porta a ridefinire i contenuti della cittadinanza sociale in una prospettiva planetaria. Questa visione avvalora e rende ancora più urgente il progetto dell'«Educazione interculturale» che, ancora impro-priamente associata al governo dei flussi migratori e all'inclusione scolastica degli alunni figli di immigrati, rappresenta un'occasione di rinnovamento culturale per la società nel suo insieme. In questa ottica, l'articolo intende definire i caratteri dell'educazione interculturale e, a partire dall'analisi delle pratiche di inclusione scolastica degli alunni con background mi-gratorio, mettere a fuoco le competenze e le professionalità necessarie a fronteggiare la plu-ralità dei bisogni educativi che si pongono nelle classi scolastiche italiane al fine di integrare tutte le diversità.

Immigrant students are deeply impacted by the xenophobic dominant narratives about immigration in the United States today, and are at risk of developing a deficit mindset about their own cultures. Our classrooms can serve as spaces of resistance to anti-immigrant and neo-nativist values by intentionally raising student critical consciousness about these oppressive forces, and centering our student’s lived experiences and funds of knowledge in the curriculum. This article looks at one high-school arts curriculum unit prompting students to critically analyze the dominant narratives about immigration, interview real immigrants in their lives, and create a counter-narrative art work for public display. The aim for this project was to give immigrant students a space to process, analyze, and counter the xenophobic narratives surrounding them. Summary of the unit plan, student work samples, classroom culture, and alumni testimonials are included.

In light of the efforts made to ensure the educational and socio-relational continuity of pupils with a migrant background during the Covid-19 crisis, this work aims to illustrate, against the backdrop of the Florentine experience, how the emergency phenomenon had highlighted the need to further invest in the pre-existing educational and socio-relational services so as to foster educational inclusion and strengthen the school-education system as a whole.

Working with the University of Toronto Italian Club for two years, playwright/director Mark Ceolin has attempted to bring plays written by Italian Canadians to the university stage. Although the Italian Club has produced theatrical entertainment for 150 years, it has generally concentrated on the production of Italian classics. In March of this year, Ceolin offered a play of his own creation to be translated into Italian and then performed by members of the University’s Italian Canadian community. The play was successfully presented in the Alumni Theatre in St. Michael’s College and ran from March 22 to 27. It proved to be popular with audiences and participants largely because it spoke to their experiences as children of Italian immigrants.

Rupi Kaur is an Indian-Canadian poet and artist who had immigrated to Canada with her parents as a child. She is an alumni of University of Waterloo (Canada). She stormed the world poetry scene and carved out a niche for herself among millions of readers with self-published first poetry collection, Milk and Honey in 2014, followed by The Sun and Her Flowers in 2017, both bestsellers across the world, “sold more than 11 million copies and translated into over forty three languages.” Her third poetry collection, Homebody, was released in 2020. In 2022 she released her 4th book Healing Through Words which chronicles a journey of guided writing exercises to help the reader explore their creativity. The present article puts in sharp focus her evolution as a poet whose oeuvre is informed by feministic/human concerns.

The Recollects' arrival in 1848 impacted every aspect of life in Negros. Their enthusiasm, supported by affluent immigrants, contributed decisively to a climate of optimism and progress, placing Negros at the forefront of colonial provinces. Their evangelization effort converted countless unbelievers, settled later in new parishes. The Christian heritage of faith is deeply etched in Negrenses and settlers. The building legacy of Mauricio Ferrero, Manuel Gómara, Felipe Lerena—the cathedrals of Bacolod, San Carlos, Kabankalan—lives on. The pastoral work of Gregorio Espiga, Fernando Cuenca, Mariano Bernad is indelible in the annals of history. The educational apostolate in Bacolod, San Carlos, Valencia, Bayawan is reflected in their alumni in public service, business, and religious or priestly ministry. Forever we cherish the sojourn of Saint Ezekiel Moreno, Blessed Martín de San Nicolás, and Blessed José Rada, who touched the lives of our forefathers in Talisay, Binalbagan, and La Carlota.

The Russian emigration in Manchuria at the beginning of the 20th century represents a very special history. The destinies of the Russian emigrants reflected the harsh circumstances of the civil war and collectivization, Japanese occupation of Manchuria in 1931, followed by the Japanese capitulation, which ended the WWII. The article is aimed on the analysis of the Russian emigrants societal position in Machukuo, specified for the Russian students of the Japanese university Kenkoku. The article highlights several waves of the Russian emigration to Manchukuo, each as distinctive by its reasons and social composition. Pursuing the multicultural composition of the new state Manchukuo, the Japanese policy was just loyal towards the Russian immigrants, which provided them the equal rights with the other nationalities at the access to higher education. The “National Building University” — Kenkoky, which was founded in 1938 and aimed on training the higher state administrative personnel, was open for the various nationalities, including Russians. The destinies of the Russian alumni of the Kenkoku university when they returned to the motherland after the Japanese capitulation was not an easy. Substantial reminiscences of the witnesses, Russian and non-Russian historic publications, personal archived documents are the basis for the given research. The Manchukuo short history in general and the history of the higher education there in particular have been occupying an increasing research interest all over the world. Distinctively, this issue remains unexplored in Russia. The article outcomes and materials are useful for the historians, engaged into the study of the Russian emigration to Manchuria and residence of the emigrants during the Manchukuo history. The multicultural principles of the Japanese university Kenkoku, applied for the Manchukuo diverse population represents an outstanding experience for the future generations as well.

Current educational policies, with the aim of responding to the need to manage linguistically and culturally diverse classrooms, promote an inclusive education model that requires teachers who are linguistically sensitive in their beliefs, attitudes, and actions in ordinary classrooms. For this reason, initial teacher training programmes must offer pre-service teachers the possibility of acquiring the background knowledge, the skills and the attitudes that will guarantee they can become linguistically inclusive teachers. Here we present a case study that documents the participation of a student-teacher in a Service Learning experience as part of her Final Degree Project. The need identified, by an organization devoted to teaching Catalan and Spanish to adults of immigrant origin, consisted of the development of teaching materials. The data collected comes from different sources (the written text that makes the Final Degree Project, recordings of the planning sessions, etc.) and the analysis focusses on the student teacher’s reflection processes about multilingual education. This analysis will allow us to draw conclusions regarding how linguistically sensitive teacher education should be approached. Las políticas educativas actuales, con el objetivo de dar respuesta a la necesidad de gestionar aulas lingüística y culturalmente diversas, promueven un modelo de educación inclusiva que requiere docentes que sean lingüísticamente sensibles en sus creencias, actitudes y acciones en las aulas ordinarias. Por ello, es preciso que la formación inicial de profesorado ofrezca la posibilidad de adquirir sobre el terreno los conocimientos, las habilidades y las actitudes que les garanticen convertirse en docentes lingüísticamente inclusivas. Aquí presentamos un estudio de caso sobre la participación de una alumna en una experiencia de Aprendizaje-servicio del cual se derivará la elaboración de su Trabajo de Fin de Grado (TFG). La demanda, efectuada por una organización dedicada a la alfabetización de personas adultas de origen migrante, consistía en la elaboración de materiales didácticos. Los datos recogidos, que provienen de fuentes de distinta índole (el texto escrito del TFG, grabaciones de las sesiones de planificación de la intervención, etc.), permiten observar los procesos de reflexión de la alumna acerca de la educación plurilingüe. Ello nos ayudará a elaborar conclusiones relativas a cómo debería abordarse la formación de docentes lingüísticamente inclusivas.

The food at the All-College Dining Commons (ACDC) at Vassar College stinks. Not that is literally smells foul; it just isn’t very good. The high-achieving community college students in the Exploring Transfer Program (ET) eat breakfast and dinner there for the five weeks that they are studying at Vassar. Ironically, the course I co-taught in ET for two summers, with the Chair of Environmental Studies, is entitled Feast or Famine: Food, Society, Environment. This course is a survey of issues concerning food systems, such as industrial farming, the role of agricultural lobbyists in Washington, overfishing, food sovereignty in developing countries, food stamps, food deserts, the USDA, FDA, WTO, IMF, etc. And yet, with all of the knowledge the students are gleaning from authors like Marion Nestle, Michael Pollan, Wendell Berry and myriad others, they have to eat the crappy food at ACDC. We have had students in this course from Argentina, Bosnia, Bourkina Faso, China, El Salvador, Ghana, Guyana, Haiti, Italy, Mexico, Pakistan, Poland, the Philippines, Sweden, Uzbekistan, and Vietnam. They come from community colleges mostly in the New York area, but also from as far away as Boston, Maine, Los Angeles, and Diné Community College, which is on a Navajo reservation in Northern Arizona. This program—over 30 years old and with over 1,000 alumni—is a sort of academic boot camp for community college students who hope to transfer to an elite liberal arts college, a Research 1 university, or an Ivy League school. It’s a full scholarship program during which they take two courses in five weeks, each team-taught by a community college professor and a Vassar professor. “AC/DC” seems an apt metaphor for the ET program; not for its pop-metal connotations but because of the fact that it demands that students that are accustomed to operating in one current suddenly adjust to quite another. The question that arises out of the experience of eating ACDC, though—of being low-income, immigrant, first-generation college students, studying at one of the whitest and most expensive schools in the country and yet being forced to eat poor food—is “how do they develop a sense of personal agency,” since that is what the transition through community college and onto a school like Vassar requires.

This study aimed to examine the implementation pattern of the constructivist theory in limited face-to-face learning (PTMT). The method used was descriptive qualitative with the subject of teachers in the Malang City area. Data was collected by using a survey distributed online through Google Forms. The results showed that the implementation pattern ofconstructivist theory in limited face-to-face learning (PTMT) was carried out through 5 (five) base of learning implementation, namely the application of problem-based learning, the application of project-based learning, the use of digital-based teaching materials and media, the application of psychosocial learning and contextuallearning. Teachers carried out limited face-to-face learning by applying constructivist theory massively and gradually, starting from planning, the process of learning activities, and learning evaluation. In addition to the use of media and 5M learning models in this study, the application of constructivist theory in PTMT learning aimed to help students become more active and teachers as moderators be more innovative. Learning process carried out at the elementary school level was only 50 percent attendance at the maximum. The implementation of student-centered learning showed 45% was very good, 50% was good, 2.5% was good, 2.5% was not good. The results showed that the inhibiting factor for student-centered implementation was the limited duration of time in learning. On the other hand, there were also restrictions on interactions carried out in the classroom so that teachers experienced a decline in exploring the learning process. Keywords: constructivism theory. limited face-to-face learning, elementary school. References: Adiyono, A. 2021. Implementasi Pembelajaran: Peluang dan Tantangan Pembelajaran Tatap Muka Bagi Siswa Sekolah Dasar di Muara Komam. 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The impact of international student mobility on the development in countries of origin is an under-researched topic in migration studies. In a global knowledge economy, immigration countries in the Global North perceive international students almost exclusively as ideal immigrants who are (mostly) young, flexible, and highly skilled when they enter the labour market after graduation. However, international students can play an important role for their countries of origin. For instance, our own research on international students and alumni from selected countries in the Global South (Colombia, Georgia, Ghana, and Indonesia) studying in Germany and the United States shows that they transfer development-related knowhow back to their country of origin by doing diverse activities in leading positions. They do that through return migration as well as by remaining in the country of graduation (by creating transnational social networks from abroad) and through circular mobility. However, these processes need more institutional support. Therefore, international student mobility should be an integral part of global migration governance, where scholarships for students from poor countries are the key drivers for international mobility. These considerations can stimulate the broader discussion about international migration and development.

Il presente lavoro pone in rilievo i drammatici effetti della pandemia da Covid e del conseguente lockdown per molte famiglie straniere e per i loro figli. In particolare, si vogliono evidenziare le problematiche economiche, sociali e scolastiche riscontrate da queste famiglie e dai loro figli nell'attuale lungo periodo di crisi sanitaria e di chiusura delle scuole. Tanti alunni stranieri non hanno potuto accedere alla didattica a distanza e in questi mesi non hanno avuto rapporti con gli insegnanti e con i compagni di classe, rimanendo completamente fuori dal circuito scolastico e da tutte quelle occasioni di interazione e di apprendimento fondamentali per il loro percorso formativo.

Resumen: Es inherente al ser humano el hecho de vagar por tierras desconocidas en busca de un lugar mejor en el que asentarse; quizás por este motivo sigamos sintiendo el impulso incontrolable de explorar nuevos territorios y conocer otras formas de vida. En ese mismo desarrollo evolutivo surge también la necesidad de expresarse por medios artísticos, naciendo así las artes, en general, y la literatura en particular. En el texto que nos ocupa, prestaremos atención tanto a la emigración como a la inmigración, partiendo de fragmentos de obras literarias españolas representativas, con el objeto de aplicarlos a la enseñanza de la materia Lengua castellana y literatura en el segundo ciclo de la ESO. En concreto, nos centraremos en diez núcleos temáticos, a saber: el exilio, el rechazo ante lo desconocido, el racismo y la xenofobia, la separación, la emigración como recurso para mejorar en cuanto a calidad de vida, la nostalgia por la patria perdida, la incomprensión entre culturas, el goce de viajar, la sensación de exclusión del inmigrante y el enriquecimiento cultural derivado del contacto entre culturas. Para ello, planteamos actividades de carácter general, aplicables a la totalidad de los fragmentos seleccionados y actividades de carácter particular, restringidas a cada texto. Con la puesta en práctica de estas actividades, además de mostrar al alumnado que en las obras literarias estudiadas, independientemente de su época, aparecen asuntos cercanos a su vida cotidiana, se persigue una triple finalidad: que el alumno se identifique con el inmigrante, que sea consciente de que nuestra cultura tiene una importante tradición emigrante y que compruebe que el que tiene enfrente no es “diferente”, si no que todos los somos. Abstract: It is inherent to human beings the fact of wandering throug unknown lands in search of a better place to settle, perhaps for this reason we continue feeling the uncontrollable urge to explore new territories and other ways of life. In the same evolutionary development comes the need to express themselves through artistic fields, giving birth to the arts in general, and literature in particular. In this paper, we will pay attention to both emigration and immigration, based on fragments of representative Spanish literary works, in order to apply to the teaching of the subject of Spanish language and literature in the second cycle of Compulsory Secondary Education. In particular, we focus on nine thematic clusters, namely: exile, rejection of the unknown, racism and xenophobia, separation, emigration as a means to improve their quality of life, nostalgia for the lost homeland, the misunderstanding between cultures, the enjoyment of travelling, the feeling of exclusion of immigrants and cultural enrichment resulting from the contact between cultures. To attain this goal, we propose general activities, applicable to all the selected fragments and activities of a particular kind, restricted to each text. With the implementation of these activities, apart from showing the students that in those studied literary works, regardless of their literary period, there are issues close to their daily lives, we follow a triple purpose: that students identify with the immigrant, to become aware of the fact that our culture has a strong immigrant tradition and make sure that the person who is in front of them is not "different", but we all are.

This pilot study investigates how Bangladeshi immigrant parents influence the way their children adapt to school in Aberdeen. A qualitative inquisition identified five main themes: language barriers, cultural and religious differences, friendship, and parental trust in school to explore relationships between migrant parent, children, and school. These themes explain possible interaction impacts between stakeholders and explore different dimensions of migrant integration. Despite migrant parents sincerely attempting to help their children to better integrate, there are linguistic, religious, and cultural gaps that are slowing down the integration process. Through the investigation of different relationships, interactions, and activities, this pilot study could provide a foundation for future research interests in migrant students’ integration in Scottish schools. The study recommends special emphasis in several areas, including parent counselling, teacher–parent interaction, increasing parents’ engagement in school activities, special meetings with migrant alumni, and Halal, or vegetarian food to be available in school.

<p class="p1">This article critically evaluates a comparative ethnic studies course that I have taught at three different universities during the past fifteen years, called “African American and Latina/o Histories.” I am especially interested in the impact this form of education has on participants, many of whom are first-generation college students of color, as well as the ways that course alumni have taken what they have learned in the classroom into their work as community organizers, teachers, prison educators, art workers, parents, and other roles. An overarching concern here is how we can design courses that address the challenges that working-class students face in an era of mass incarceration, anti-immigrant hysteria, and anti-Black racism. As one of my students notes, “The agents of law and order encourage us to live in the shadows and their bulky flashlights keep us hiding.” In the current climate of fear, and in the shadow of family incarceration and deportations that so many of our students live under, how can educators create spaces where students are encouraged to critically examine the world they (we) live in? Equally important, how can students move from rigorous analysis to effective action and civic engagement? </p>