Ports modernization and its influence on trade unions

The restructuring of production resulting from the Port Modernization Law (Law 8.630/90) caused significant changes in work organization of Brazilian Ports. In the case of Mucuripe (Fortaleza, Ceará), in particular, the changes were very intense as Mucuripe is an old port that, before the Law, had labor regulation being governed by Trade Unions. This paper aims to present the perceptions of Union Representatives on the changes brought about by the Law on work organization in the port of Fortaleza, its influence in the organization and in the way the Unions deal with this new reality. Open and exploratory interviews were conducted with representatives of occasional labor workers registered in the Port of Fortaleza OGMO (Org?o Gestor de M?o de Obra, Labor Regulation Management). The analysis of the collected material in the interviews was based on the technique of content analysis proposed by Bardin (1979). Trade Unions have undergone a great loss of power and it has reflected in a relative inability to perform its function and to fight for the rights of the workers. The obvious Trade Unions weakness - a reduction of strikes and less unionized workers - reflects the dominating ideology of capital.     

Don't End Up in the Fields: Identity Construction among Mexican Adolescent Immigrants,their Parents,and Sociocontextual Processes

This grounded theory study of 16 Mexican immigrant adolescents and 20 of their parents examines how they construct relational identities within their families, at school, with friends, and in the larger society. Results focus on a core identity bind faced by the adolescents: immigration messages from parents that say, “don't be like me” and the societal message, “you're not like us.” Response to this bind was guided by two contrasting sets of identity narratives: Empowering narratives invited an intentional approach to school and life choices. Restricting narratives maintained an ambivalent approach to school and life choices. Resolution of the identity bind was a collective, ongoing process that has implications for Mexican immigrant families and the professionals who work with them.     

Developmental Outcomes of School Attachment Among Students of Mexican Origin

We used a longitudinal community study of 674 grade school children (Grades 5, 6, 7, and 8; 337 males, 337 females) of Mexican origin to examine outcomes of school attachment. Attachment to school is important in this population given the high level of school dropout rates of Mexican‐origin students. Results indicated that, on average, school attachment from fifth to sixth grade remains stable, but declines from sixth to eighth grade. Boys had lower levels of school attachment at fifth grade but followed similar patterns of change as girls did. Attachment to teachers, peer competence, school aspirations and expectations, and substance‐use cognitions emerged as longitudinal outcomes of level or changes in school attachment. Gender moderated associations of school attachment.     

Observed Emotions as Predictors of Quality of Kindergartners’ Social Relationships

This study evaluated whether positive and anger emotional frequency (the proportion of instances an emotion was observed) and intensity (the strength of an emotion when it was observed) uniquely predicted social relationships among kindergarteners (N = 301). Emotions were observed as naturally occurring at school in the fall term and multiple reporters (peers and teachers) provided information on quality of relationships with children in the spring term. In structural equation models, positive emotion frequency, but not positive emotion intensity, was positively related to peer acceptance and negatively related to peer rejection. In contrast, the frequency of anger provided unique positive prediction of teacher–student conflict and negative prediction of peer acceptance. Furthermore, anger intensity negatively predicted teacher–student closeness and positively predicted teacher–student conflict. Implications for promoting social relationships in school are discussed.     

School Belonging,Generational Status,and Socioeconomic Effects on Mexican‐Origin Children's Later Academic Competence and Expectations

This study examined factors that relate to academic competence and expectations from elementary to middle school for 674 fifth‐grade students (50% boys; M_age = 10.86 years) of Mexican origin. Models predicting academic competence and expectations were estimated using a structural equation modeling (SEM) framework, with longitudinal data from fifth to eighth grades. School belonging (i.e., social and emotional connectedness to school) predicted greater academic competence and expectations over time. Findings indicate that student feelings of belonging in school may act as a resource that promotes academic competence and expectations. Furthermore, family income, parent education, and generational status had direct effects on academic competence and expectations to some degree, suggesting the importance of contextual factors in this process.     

Direct and Indirect Effects of Individualism and Institutions on Homicides

Social Indicators Research - The present paper evaluates whether people in highly individualistic cultures have a lower propensity to commit homicides, using data from 70 countries. Several...     

Combinatorial analysis for route first-cluster second vehicle routing

Two Route first-cluster second vehicle routing algorithms are contrasted in the first section of the paper. Next, the ‘large’ number of feasible solutions to a multiple travelling salesman problem is established given that each salesman can visit any number of customers in a stated range. An approximate expression is given for the ‘small’ fraction of this solution space searched by a route first-cluster second vehicle routing heuristic. Nevertheless, this heuristic is seen to be a very efficient means of searching its solution space.