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Introduction. The article examines the trajectory of the life of a representative of the officer corps of the Russian Imperial Army, military engineer Vladimir Apollonovich Antonov. This choice is explained by the fact that recently the issues of studying the biographies of representatives of Russian emigration have become very relevant.Materials and methods. The authors of the article conducted a microhistoric study of the fate of one of these representatives, which demonstrated both typical and special episodes from his life. The basis of the work was the data of Address calendars and Commemorative books of the Vyatka and Tambov provinces, materials of the State Archive of the Tambov region and the Russian State Military Historical Archive.Results. As a result of studying various sources, it was possible to compile a description of our hero's youthful years during his studies in Tambov. Consider the nuances associated with obtaining a military education, starting service, acquiring the first combat experience and completing training at the military academy. Having studied the documents of the period of the First World War, the authors were able to trace the combat path of Vladimir Apollonovich, who was awarded several awards. During the "troubled" period of the Civil War, it was possible to find out the fact of his participation in the ranks of the white movement and emigration. The apotheosis of the research was the fate of V.A. Antonov abroad, where he was able to realize his vocation and enter the history of the city of Kumanovo. In addition, the result of the work was the clarification of some inaccuracies and errors made earlier in the works of some researchers.Conclusion. Conducting such studies allows us to give an objective assessment of the multifaceted fate of the Russian military emigration, which represented an impressive layer of our compatriots who found themselves in the Kingdom of Serbs, Croats and Slovenes.

The article, through the activities of the English philanthropist E. Brenton, examines the problem of pauperization of the population of Great Britain in the 19th century, the causes of pauperization, the consequences and solutions are clarified. The results of the analysis of narrative sources and scientific literature are presented, reflecting the difficult socio-economic situation in the country and the activities of E. Brenton aimed at improving the lives of the poor and their children. The philanthropist notes the relationship between industrialization and the growth of unemployment, linking this with the displacement of man from the productive sphere by mechanisms. He rightly condemns the deep property differentiation of society, the unfair wages of workers, the system of enclosures that deprived the peasants of their land. Brenton saw the devastating consequences of pauperization in the spiritual degradation of people, the criminalization of the lower classes, the growth of crimes among minors. His articles criticize the existing system of helping the poor, workhouses, noting that they temporarily alleviated the situation of the poor and encouraged parasitism. E. Brenton developed ways to solve problems based on Christian spiritual values and the Christian principle of tireless work as "God's work". The author of the article comes to the conclusion that the eradication of poverty was utopia, with the help of the de-urbanization of the poor population of cities, the allocation of land in rural areas, the refusal to use mechanisms in the production of products. The program to save children from the city's slums was more realistic. E. Brenton rightly establishes the relationship between ignorance and the growth of deviations among minors. Its goal is to create a system of crime prevention through education, where the habits of hard work, order and Christian virtues were instilled in children. The paper considers the implementation of tasks through the "Society of Children's Friends" and schools. The author believes that the institutions of E. Brenton, where students received knowledge, religious, labor education, mastered professions, were effective in preventing delinquency and shaping the moral lifestyle of poor children, despite the failures in the implementation of the plan for labor emigration of minors to South Africa.

The article addresses issues related to migration/emigration of individuals and their families, and draws attention to the specificity and size of contemporary emigration, emphasizing the importance of the unique historical context of modern relocation of people, both the propagation of the COVID-19 pandemic and the huge wave of refugees from war-torn Ukraine. The aim of the study was to discuss selected correlates important for contemporary migration/emigration that shape the identity of the family and its members residing in a culturally diverse environment. Multiculturalism as a value in itself is generally not questioned today, but the practice of everyday life shows that for many people it is a real practical challenge. Therefore, subjective and social determinants of learning and assimilating culture as well as building family and individual identity were distinguished. The value of the process of education and family upbringing as a factor supporting the process of adaptation to the conditions of multiculturalism was also emphasized. [ABSTRACT FROM AUTHOR]

A standard proposition in the migration literature is that emigrants are not drawn randomly from their source population, but rather compose a self-selected group in terms of labour market characteristics. Such self-selection refers to observed characteristics, such as education, or occupation, as well as unobserved characteristics such as cognitive abilities. However, due to data limitations, most previous studies on selectivity have analysed immigrants' characteristics at destinations rather than using data from their source countries. This paper assesses emigrants' selectivity patterns by following the full-risk population of natives over a long period of time (over 20 years). It also includes an innovative measure of selectivity on unobserved characteristics—namely, school performance—as a proxy for individual motivation and cognitive abilities, and it compares it to the widely used measure of income residuals. We use Swedish register data and assess the probabilities of leaving Sweden between 1993 and 2014 among men and women born in Sweden between 1975 and 1978. We further look for differences among Swedish emigrants who chose different countries of destination. The findings suggest that emigrants are positively self-selected in terms of their observed characteristics, whereas selectivity patterns in terms of unobserved characteristics are more complex. When we assess unobservable characteristics using compulsory school grades as a proxy, emigrants are found to be positively self-selected, while when using income residuals, we find that the effect is U-shaped. Individuals leaving to non-Nordic countries are also found to be more positively self-selected than those heading to neighbouring countries. We discuss these findings and their implications in light of economic and sociological theories. [ABSTRACT FROM AUTHOR]

The psychological factors of the emigration intentions of young people, the growth of which is observed today in various countries of the world, are analysed based on the data of numerous international studies. The scientific significance of this analysis, on the one hand, is due to the lack of Russian psychological works that systematize and popularize the relevant information, on the other hand, it is associated with the need to subsequently correlate the results of international and Russian studies in order to identify common supra-cultural and specific psychological factors that affect the emigration intentions of young people. The psychological driving forces of the emigration intentions of young people considered in international studies are diverse and correspond to different levels of personality activity (individual, interpersonal and macrosocial). They correlate with general groups of factors contributing to emigration. The factors reflecting the emerging opportunities for emigration are related to positive attitudes towards emigration in general, the consideration of emigration as a way to achieve significant goals, a low degree of attachment to the country of origin, dissatisfaction with the existing living conditions, and positive attitudes towards the country where young people intend to move to. The psychological factors associated with the availability of social support include the support they receive from their families as well as relevant interpersonal contacts they have abroad. The group of factors related to personal resources for overcoming emerging obstacles correlates with expressed career aspirations, high motivation for power and achievements, insignificant motivation for affiliation, extraversion, openness to new experience, desire for risk, change and new impressions, openness to the world and cultural differences, readiness to interaction with others, faith in other religions and nationalities, self-efficacy, ability to cope with the ambivalence of emerging emotions and feelings, a high level of education, proficiency in foreign languages, and experience of international mobility. The obtained data can be used to conduct empirical psychological studies on the driving forces of the emigration activity of young people in Russia and other countries.

The ambiguity and inconsistency of the data on the connection between emigration attitudes and metavalues spurs the research on the relation between emigration attitudes and basic values. Hence, the problem of studying the deterministic character of youth attitudes to emigration is seen as of relevance. The purpose of this research is to determine the nature of the connection between basic values and emigration attitudes. Hypotheses: 1. The basic values that make up metavalues act as the predictors of emigration attitudes. 2. The basic values constituting the contrastive metavalues of Preservation and Openness to Change are simultaneously connected with emigration attitudes, and the nature of their connections is different. 3. The basic values constituting the metavalue of Self-Affirmation have a positive correlation with emigration attitudes. The study is carried out on a sample of respondents (N = 646) aged 17 to 35, including 78% (504) of women. The research applies the “Scales of Migration Attitudes” (S. A. Kuznetsova, I. Yu. Kuznetsov, A. V. Feshchenko) modified to study emigration attitudes. The study also uses PVQ-21 ESS7 versions of the questionnaire measuring individual values (Sh. Schwartz) which enables to document the degree of expression of values. Finally, the research makes use of the method of multiple linear regression analysis. The results show that the attitude of the subject is the most pronounced one among all other components of emigration attitudes (the attitude of the loved ones, the expectations of the loved ones). Basic values have a major impact on the revealed connections between emigration attitudes and metavalues. For example, the values of tradition and security have a negative correlation with the metavalue of Preservation. The values of stimulation have a positive correlation with the metavalue of Openness to Change. The values of power have a positive correlation with the metavalue of Self-Affirmation. Evidently, young adults are more likely to plan to emigrate due to their personal attitudes and motives rather than to those of their close environment. Attitudes towards emigration are expressed by those young adults who: 1) are less focused on traditions and customs but appreciate security; 2) strive to enrich their lives with new sensations and emotions; 3) appreciate material well-being. The results of the study reveal the factors contributing to the emergence of attitudes to emigration in young adults. The results of the study can be used to predict international mobility of young adults. Additionally, they are of importance for the psychological work with potential emigrants.

Today, the question is often raised about the need to increase investment in human capital, the efficiency of its use, as well as attraction to the regions. Working on the accumulation of human capital, it is necessary to ensure that it does not "leak" from the country; especially for highly skilled workers. The article considers the features of modern migration statistics in Russia. Using the methodology developed by the author, the paper assesses the losses caused by emigration. According to the results of the study, it was found that emigration statistics do not correctly reflect real migration flows. The resulting estimates of the loss of human capital turned out to be quite significant. Taking into account the additional potential losses caused by a possible slowdown in the scientific and technological development of the country, it is necessary to pay close attention to the ongoing processes, the adjustment of economic development programs and migration policy. [ABSTRACT FROM AUTHOR]

This study aimed to reconsider the formation of an overseas emigration area in Okinawa during the first half of the twentieth century. The Nakaoshi district of Haneji village, from which many people migrated to Brazil, was selected as the study area. A variety of evidence was used to elucidate trends in migration, such as oral histories and the Japanese Immigration List in Brazil. The results showed that migration from Nakaoshi district increased after the land reform of 1903 and that many heads of households or their successors emigrated between the 1900s and 1940s. Some successors accumulated assets after migration and returned home to inherit the family property. Conversely, other successors remained at their destination and gave their children the option to go back to Okinawa and receive an education before returning overseas to prepare for generation change. In addition, when the heads of households moved, residents of their place of origin gained control over some household assets, while the mortuary tablets were moved to the migrating destination and family events took place away from the original community. This study thus clarified how, in Okinawa between the 1900s and 1940s, blood relations in the areas of origin expanded transnationally with emigration. [ABSTRACT FROM AUTHOR]

The study of emigration intentions of young students is extremely relevant and is due to the need to solve an important social problem – preservation of human capital within the country, concern for the well-being of young people as the most active and educated part of the population. The purpose of the study is to identify the representation of Smolensk students jf the motives of emigration among Russian young people. The study is exploratory in nature and is focused on finding the answer to the following question: what are the motives for emigration behavior of modern Russian youth? The analysis of students’ perceptions of emigration motives of their peers, on the one hand, allows us to assess the degree of comfort, safety and satisfaction of living environment in the country and, on the other hand, given the high probability of manifestation of the transfer and projection mechanism in answers, indirectly determine the dominant motives of potential emigration of students. The study was carried out on a sample (N = 255) of students from four Smolensk universities (aged 17 to 24 years old; 119 young men (47%) and 136 young women (53%) using the questionnaire designed by the authors. Methods of processing primary data – frequency and content analysis. As a result of a content analysis of students’ perceptions of the motives of the emigration behavior of Russian young people, 6 main groups of motives were identified, which are based on the following factors: economic, political, legal, environmental, subjective and vital. These motivators are analyzed from the position of belonging to the attractive, expellant and individual-personal motives of emigration. The results obtained will help to expand specialists’ understanding of psychological causes of young people’s emigration behavior and can be used in the process of providing psychological assistance and support to potential emigrants.

To study the processes of educational migration among Ukrainian students, in the article, the features of the process of student migration in Ukraine were analyzed. Factors that significantly influence this process were highlighted, among which the main one is the desire to get a good education because of the higher standards and, most often, to stay after studying in a country, which altogether is negative for Ukraine. It was determined that the main impetus for expanding educational migration was the adoption in 2014 of the Law of Ukraine "On Higher Education", that declared international integration and integration of the national higher education system into the European educational space, as well as an active participation of Ukrainian universities in Erasmus+, Horizon 2020, which formed a segment of Ukrainian international academic mobility. Using scientific methods such as data collection, interpretation of research, and construction of several regression models, it was concluded that Poland, Germany, and the Russian Federation are the centers of attraction of Ukrainian student youth during the study period. It was proved that the factors which contributed to the selection of these countries are linguistic and territorial proximity (Russia, Poland), perception of tradition, culture, as well as the opportunity to study for free (France, Poland). It was also emphasized the importance of the gender aspect of student migration. It was statistically proven that women are more likely to go abroad for tertiary education than men. Using a model of multiple regression, which was not previously used in studies of migration processes, it was found that among the possible factors influencing the variable "exit mobility rate", the development of international tourism had the greatest impact. Necessary migration policy measures on reducing the level of emigration were proposed. Moreover, the importance of solving such a problem as "brain drain" was suggested, which means the emigration of highly qualified professionals, associated with student migration, and has a very negative impact on the formation of scientific potential, and the recommendations to eliminate the negative results of the current situation of "brain drain" in Ukraine were proposed. Furthermore, the mentioned in this article scientific developments can be used in further research on student emigration in Ukraine.

The aim of this article is to present the threats and opportunities in the fields of education and the professional situation of Moroccans, especially young people who both try to find their place on the local labor market and emigrate mainly to Western European countries, largely to France, Spain and Italy, seeking stabilization. The recent reforms and unilateral or multilateral initiatives of international consortia, governments, agencies, and non-governmental organizations operating globally and locally are a chance to create a most stable labor market for young people. Often these are micro-scale activities, but the activation and professional support on a micro scale may translate into the effects of improving quality on a macro scale, throughout the country. This article was prepared on the basis of international reports of OECD (Organisation for Economic Cooperation and Development), UNESCO, EU national studies, articles and press reports as well as information on the home pages of institutions and organizations such as USAID (United States Agency for International Development) or NED (The National Endowment for Democracy). [ABSTRACT FROM AUTHOR]

Following the civil war in Russia, many Russian people ended up in exile. Amongst many other challenges, they were faced with the unique threat of losing their national identity. The key defenders of Russianness were the traditional institutions of identity construction. Youth movements also assisted them in this work, through the use of the Scout method of education. This paper hypothesises that Russian Scouts were originally oriented towards constructing an imperial type of nation, which was aimed at expansion. In exile, they would continue to reproduce this brand of Russianness; however, they would change their approach by adding new characters, inspired by the White ideology. Following emigration, under the influence of these symbols, a new identity was created, the 'White Russian'. The first part of the article describes the context in which Russian Scouts existed. The second part analyses the construction of national identity within Russian Scout organisations. [ABSTRACT FROM AUTHOR]

Objectives The study was undertaken in an attempt to prove the relationship between the level of acquiring the most important intercultural competences and the education of the persons examined. Material and methods A group of 123 Poles working in South West England was examined for that purpose. The study was conducted using the survey method with the questionnaire technique and a self-constructed research tool. Results Research has shown that the level of acquisition of the analysed specific and key intercultural competences depends on the level of education of the surveyed Poles on labour emigration in England. The highest, good level of acquisition of the analysed competences, was demonstrated by those with higher and secondary education. The lowest by those with basic education. Conclusions There is a need for intercultural education of all participants involved in the educational process, regardless of his/her level (higher, average, professional). The programs of all subjects should include the effects of education in the field of soft skills, i.e. social, intercultural. As the research shows, the vast majority of competences determining the achievement of above-average work performance are just of a similar nature to such competences. Such content can be introduced within a stand-alone subject or over the course of realizing other subjects.

The last phase of World War II brought an end a quarter-century period in Hungary. The end of the Horthy Era was more than a simple change in the Hungarian political system. The German and Soviet occupation, followed by the formation of Communist dictatorship after a short democratic transition, implied the temporary cessation of the thousand-year-old Hungarian state. Around one million Hungarian citizens were beyond the western borders of the country, whom 250 000 decided to emigrate to the West, in 1945. Most of them were intellectuals such as military officers, civil servants, teachers, clericals, who have been a key base of the civil society, political and institutional system of the Horthy era. The majority of this group owed conservative values, therefore, they were afraid of retaliation because of their worldviews and any previous works. These reasons were the major causes of their life-changing decision, the emigration. In this study, I try to find out, how could survived the Horthy era's Christian, conservative ethos in the emigrant groups and how has changed the image of the thousand-year-old Hungarian state among them. [ABSTRACT FROM AUTHOR]

The last phase of World War II brought an end a quarter-century period in Hungary. The end of the Horthy Era was more than a simple change in the Hungarian political system. The German and Soviet occupation, followed by the formation of Communist dictatorship after a short democratic transition, implied the temporary cessation of the thousand-year-old Hungarian state. Around one million Hungarian citizens were beyond the western borders of the country, whom 250 000 decided to emigrate to the West, in 1945. Most of them were intellectuals such as military officers, civil servants, teachers, clericals, who have been a key base of the civil society, political and institutional system of the Horthy era. The majority of this group owed conservative values, therefore, they were afraid of retaliation because of their worldviews and any previous works. These reasons were the major causes of their life-changing decision, the emigration. In this study, I try to find out, how could survived the Horthy era's Christian, conservative ethos in the emigrant groups and how has changed the image of the thousand-year-old Hungarian state among them. [ABSTRACT FROM AUTHOR]

The article discusses higher education in engineering and technology of the second generation of the Polish Great Emigration in France. It begins with an overview of the network of grandes écoles functioning in the second half of the 19th century, admission and study rules, and the position of these schools within the entire system of higher education. Then it presents the biographies of outstanding graduates of the Polish émigré school at Batignolles, who managed to enrol at the government schools in question. Selected, little-known careers of émigré students are shown as part of the upward mobility trend within the whole generation. The author also tackles the problem of preserving Polish national identity in the context of France's cultural elite. [ABSTRACT FROM AUTHOR]

Emigration does not eliminate the sense of identity, that is the sense of personal identity and historical continuity of personality. Poles in emigration continue to perceive themselves as members of the European Community. They are not afraid to admit their origins, even if sometimes in an environment in which they live, there are negative stereotypy against members of Polish nationality. Of course there are exceptions when immigrants prefer not to advertise their origins, but the Poles always proud of who they are. Modern living conditions negate some values, which form the sense of identity of people who are in long emigration. The problem of a sense of national identity in the postmodern world, where you can easily lose the identity of the word, is a real challenge for the XXI century education. Multicultural and intercultural education aims to teach young people how to develop global awareness and take advantage of living in a multicultural society.

This article explores the education ragged schools imparted in the mid-nineteenth century. It argues that the ragged school movement filled an important need within communities, teaching reading and writing to those children excluded from existing institutions by their poverty. Until now, scholarship on the education offered in ragged schools has focused on the assessment of government inspectors or the movement's own literature. Using a collection of 227 letters ragged school emigrants sent their former teacher, this article shifts attention towards the children's own words and penmanship. It demonstrates the widely varying abilities found within one classroom, contrasting those who required amanuenses with those who composed poetry. This article offers new and valuable insights into the literacy attained by the poorest children in Victorian society, as well as their individual efforts to improve. The letters evidence the value placed on literacy and reveal the time former ragged school scholars invested in cultivating their reading and writing skills. It suggests both pride and shame could be attached to literacy, with letter composition evoking anxiety for some. More broadly, this article presents a new view of working-class education by revealing young men's immediate attitudes towards literacy that are inaccessible through autobiographies or memoirs. [ABSTRACT FROM AUTHOR]

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By 1884, 40 years after its establishment, the London Ragged School Union estimated that 400,000 children had attended its schools. This article explores how former scholars perceived and engaged with their old ragged school community. Existing scholarship on the movement draws predominantly on its promotional literature or institutional documents, yielding limited access to the testimonies of the children themselves. As such, understanding of the children's experiences and perspectives remains partial. Drawing on a collection of 227 letters from 57 former scholars of Compton Place Ragged School, this article offers new insights into the role that the school, its teachers, and its pupils could continue to play. The correspondence analysed here demonstrates the critical assistance teachers offered to those overseas by relaying messages and locating loved ones. Ragged school teachers acted as an important link to Britain, a source of stability during times of uncertainty. In the same way, correspondents connected their teachers and institutions to their peers by offering information as to their whereabouts and wellbeing. As such, the letters reveal the existence of ragged school networks in emigrant communities; friendships forged in the classroom continued and developed overseas. [ABSTRACT FROM AUTHOR]

It is estimated that almost 244 million people have migrated around the world for a variety of complex reasons. For some, (tertiary) education has been the primary motivating factor. Countries that experience a brain drain as a result of migration may suffer a population and cultural loss. Iran is believed to suffer from such a brain drain in their skilled-labour market, otherwise known in many areas as education immigration. This study was undertaken to explore why Iranian students emigrate to Malaysia and what are the most common causes of migration growth that have accompanied this trend. A descriptive analytical research method, cross-sectional in nature, was applied. A sample of 250 Iranian post-graduate and undergraduate students—who were studying in Malaysia—was selected randomly to participate in this study. A self-administered questionnaire was adapted to collect data, which was tested for validity and reliability based on the research scholars’ advice and calculating Cronbach’s alpha coefficient (α = 0.90). ‘SPSS’ v. 19.0 was used to analyse the data. The significance level was set at 0.05. In total, 219 questionnaires were completed. The majority of students (73.5%) were male, and most of them (62.1%) belonged to the age group of 25-30 years. Nearly 65% of the students had been living in Malaysia for 3 years or more. Low tuition fees and living costs (68%), exceptional educational technologies at Malaysian universities (54.3%), the existence of international companies in Malaysia (65.3%), easy entry to Malaysian universities (70.3%), high rankings of Malaysian universities in the world (58%) and greater freedom in social interaction for respondents compared to Iran (49.3%) were the most compelling reasons for these students’ emigration to Malaysia. Further analysis revealed that Iranian students’ intention to emigrate to Malaysia was significantly correlated with socio-political factors and religious concerns in Iran, reasonable tuition fees in Malaysia and access to advanced technologies and international cooperation in Malaysia. Other contributing factors included the simple process of obtaining an entry visa and subsequent resident visa or work permits for Malaysia and the high rankings of Malaysian universities among international institutions (P value < 0.001). Concern over the issue of immigration continues to mount confounding and challenging legislators, politicians, community leaders, policy-makers and academics to develop solutions to overcome it. In the case of Iran, authorities are required to focus on the big picture of the immigration process and should explore the extent of the challenges Iranian students face. They need to secure the employment of graduates produced by educational institutions to ensure their country does not continue to experience brain drain. A more unified effort is required to stop the brain drain by establishing high-tech, affordable and accessible universities in Iran and offering more freedom in the areas of politics, social and religious activities. [ABSTRACT FROM AUTHOR]

Göç önemli bir toplumsal olgudur. Göç, yalnızca göç eden kişiyi değil, o kişinin ülkesinde kalan insanları da etkilemektedir. Afyonkarahisar’ın Emirdağ ilçesi Türkiye’de yurt dışına göç olayının en yoğun olarak yaşandığı bölgelerden biridir. İlçedeki toplumsal yapıyı oluşturan tüm kurumlar yaşanan göç süreçlerinden etkilenmektedir. Eğitim, bu kurumların en önemlisidir. Eğitim öğretime devam eden öğrenciler göç olgusunu yakından yaşayan Emirdağlı ailelerin çocuklarıdır. Bu çalışma Emirdağ’da yurt dışına göç olgusunun eğitimi ne yönde etkilediğini tespit etmeyi ve bu etkinin eğitimin önemli üç unsuru olan öğrenci, öğretmen ve aile özelinde nasıl gerçekleştiğini ortaya koymayı amaçlamaktadır. Araştırmaya Emirdağ’da yaşayan 878 lise öğrencisi ile farklı okullarda görev yapan 5 öğretmen katılmıştır. Hem nicel hem nitel veri toplama araçlarının kullanıldığı bu araştırma tarama modelinde desenlenmiş betimsel bir alan araştırmasıdır. Elde edilen nicel veriler çapraz tablolarla yorumlanmış, nitel verileri yorumlamada ise betimsel analiz yöntemi kullanılmıştır. Araştırma bulgularına göre yurt dışına göç olgusu Emirdağ’da eğitimi olumsuz yönde etkilemektedi

With Italy's entry into the Second World War, Anglo-Egyptian authorities repatriated Italian diplomats from Egypt, arrested around 5,000 Italians, and sequestered both personal and business accounts. Italian institutions were indefinitely closed, including the Italian state schools. Hope for a future in Egypt among the roughly 60,000 Italian residents faded. The Salesian missionary schools, whose goal since the late nineteenth century had been to inculcate nationalist-religious sentiment in Italy's emigrants, remained the only active Italian educational institution by claiming Vatican protection. As such, the missionary schools assumed a central role in the lives of many young Italians. After the war, these same young Italians began to depart Egypt en masse, in part driven by the possibilities opened up by their vocational training. Building on diplomatic, institutional and private archives, this article demonstrates how the Salesian missionary schools attempted and failed to integrate Italian immigrants into the Egyptian labour force through vocational training. This failure combined with socio-economic and geopolitical changes to propel Italian departures from Egypt, making emigrants out of immigrants. [ABSTRACT FROM AUTHOR]

Copyright of Hungarian Medical Journal / Orvosi Hetilap is the property of Akademiai Kiado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)