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School climate is an important construct for guiding violence prevention efforts in U.S. schools, but there has been less consideration of this concept in its neighboring country Mexico, which has a higher prevalence of violence. The U.S. Department of Education outlined a three-domain conceptualization of school climate (i.e., safe and supportive schools model) that includes engagement, safety, and the school environment. To examine the applicability of this school climate model in Mexico, the present study tested its measurement invariance across middle school students in the United States (n = 15,099) and Mexico (n = 2,211). Findings supported full invariance for engagement and modified-safety scales indicating that factor loadings and intercepts contributed almost equally to factor means, and scale scores were comparable across groups. Partial invariance was found for the environment scales. Results of a multigroup confirmatory factor analysis (MGCFA) consisting of all 13 school climate scales indicated significantly positive associations among all scales in the U.S. sample and among most scales in the Mexico sample. Implications of these findings are discussed.

Although bullying is increasingly researched in the USA, there remains a limited study of bullying among Mexican youth. To address this gap, the present study compared bullying dynamics across the two countries, with a specific focus on Latinx youth in the US and Mexican youth. Data come from a large school-based survey of 3030 US self-identified as Latinx/Hispanic and 2211 Mexican adolescents. The survey utilized the US-derived term "bullying" for the definition-based questions with the definitions and behaviors translated into the local Mexican Spanish dialect. Logistic regression results indicated that the prevalence of youth who bully is similar; however, more Mexican youth reported being a victim while more US Latinx youth reported witnessing bullying. US Latinx youths' responses to bullying reflect behaviors emphasized in bullying prevention programs whereas Mexican youth reported more retaliatory responses. This study informs our understanding of similarities and differences in bullying dynamics across contexts, which is critical to informing intervention development and adaptation to target locally relevant bullying behaviors.

Using a multiple case study approach across seven schools in the United States and Sweden that serve newcomer students exceptionally well, we identified the strategies they implemented across sites that served to meet the educational needs of these students. We found that these schools provided a comprehensive approach to support the socioemotional and academic needs of their newcomer students, identifying many common practices for improving outcomes for newcomer students.

Unauthorized immigrants account for approximately one-fourth of all immigrants in the United States, yet they dominate public perceptions and are at the heart of a policy impasse. Caught in the middle are the children of these immigrants--youth who are coming of age and living in the shadows. An estimated 5.5 million children and adolescents are growing up with unauthorized parents and are experiencing multiple and yet unrecognized developmental consequences as a result of their family's existence in the shadow of the law. Although these youth are American in spirit and voice, they are nonetheless members of families that are "illegal" in the eyes of the law. In this article, the authors develop a conceptual framework to systematically examine the ways in which unauthorized status affects the millions of children, adolescents, and emerging adults caught in its wake. The authors elucidate the various dimensions of documentation status--going beyond the binary of the "authorized" and "unauthorized." An ecological framework brings to the foreground a variety of systemic levels shaping the daily experiences of children and youth as they move through the developmental spectrum. The article moves on to examine a host of critical developmental outcomes that have implications for child and youth well-being as well as for our nation's future. (Contains 2 notes and 1 figure.)

Schools the world over are being transformed by growing numbers of immigrant-origin children. As schools face the challenge of educating linguistically, culturally, and racially diverse students, globalization imposes yet another set of demands on education. In this article we examine the varied pathways taken by immigrant-origin children. We outline some of the most critical contributors shaping their transition to new countries with a specific focus on education and schooling and explore some promising practices in a variety of national contexts and domains of immigrant life. (Contains 1 figure, 3 tables and 1 footnote.)

Immigrants are a fast-growing segment of the United States population. Presently, some 39.9 million immigrants call America home (Passel & Cohn, 2012; U.S. Census Bureau, 2011b). Today, immigrants come from all over the world, but most new Americans originate in Latin America, the Caribbean, and Asia. It is because of the mass migration of the two last generations that many states--including Hawaii (77.1% minority), the District of Columbia (64.7% minority), California (60.3% minority), New Mexico (59.8% minority), and Texas (55.2% minority)--are now "majority/minority" (U.S. Census, 2011a). The significant increase in the immigrant-origin population is a visible reality throughout schools, where 23.7% of all children are the children of immigrants (Migration Policy Institute, 2011). The data point to a future of growing diversity in the American classroom: As of July 1, 2011, 50.4% of the littlest Americans--those under age 1--were minorities. Immigration's echo, the children of immigrants, make the United States one of the few countries where immigration is both history and destiny. To be a teacher in 21st-century America means teaching immigrant students. In this article, the authors stress that if the heart of education is to develop an engaged, flourishing citizenry who is ready to partake in this globalized world, then teachers should first become aware of who their charges are. The children in today's schools originate from all over the world, from all socioeconomic strata of society, and contend with negotiating multiple cultural rules of engagement. Teachers today need to prepare all their students to function in a world that is evermore interconnected, miniaturized, and fragile. The rewards to teachers can be priceless.

Immigration to the United States presents both challenges and opportunities that affect students' academic achievement. Using a 5-year longitudinal, mixed-methods approach, we identified varying academic trajectories of newcomer immigrant students from Central America, China, the Dominican Republic, Haiti, and Mexico. Latent class growth curve analysis revealed that although some newcomer students performed at high or improving levels over time, others showed diminishing performance. Multinomial logistic regressions identified significant group differences in academic trajectories, particularly between the high-achieving youth and the other groups. In keeping with ecological-developmental and stage-environment fit theories, School Characteristics (school segregation rate, school poverty rate, and student perceptions of school violence), Family Characteristics (maternal education, parental employment, and household structure), and Individual Characteristics (academic English proficiency, academic engagement, psychological symptoms, gender, and 2 age-related risk factors, number of school transitions and being overaged for grade placement) were associated with different trajectories of academic performance. A series of case studies triangulate many of the quantitative findings as well as illuminate patterns that were not detected in the quantitative data. Thus, the mixed-methods approach sheds light on the cumulative developmental challenges that immigrant students face as they adjust to their new educational settings. (Contains 2 tables and 1 figure.)

Background: While a significant body of research has addressed teachers' evaluations of mainstream English speaking students, there is a dearth of such research focusing on immigrant adolescents. As many immigrant students are in the process of acquiring English language proficiency, evaluating and assigning grades to immigrant youth can pose particular challenges. Grades assigned for oral or written products may underestimate English language learners' knowledge, content skills or achievement. Conversely, relying excessively on effort or class behaviour rather than actual academic performance may inflate immigrant students' grades. Purpose: We examined the extent to which immigrant students' academic achievement indicated by grades is attributable to factors such as English language proficiency, course understanding, classroom behaviours and homework completion. We then examined whether the effect of homework completion on grades varied as a function of English proficiency. In addition, we examined the factors contributing to teachers' evaluation of immigrant students' level of course understanding. Lastly, we investigated whether the effect of homework completion on course understanding varied as a function of English proficiency. Sample: This study examined the final year (2002) data of the five-year Longitudinal Immigrant Student Adaptation (LISA) study. At the start of the original study, the participants were recently arrived immigrant youth (ages 9-14) from Central America (El Salvador, Guatemala, Honduras and Nicaragua), China, the Dominican Republic, Haiti and Mexico; they were recruited from seven public school districts in the USA in Massachusetts and California. The present study was a secondary analysis of a subset of final year LISA data, involving data from 273 students and 57 teachers. Methods: Using data collected through structured student interviews and behaviour checklists completed by teachers, we conducted hierarchical regression analyses to identify the factors that contributed significantly to immigrant students' grades and to their course understanding. Further regression analyses were conducted to determine whether English language proficiency was a moderating variable on immigrant students' grades and their level of understanding in a course. Results: There were four main findings. Firstly, the regression results indicated that homework completion and English language proficiency had significant impact on class grades. Secondly, the effect of homework completion on grades was not moderated by students' English proficiency. Thirdly, immigrant students' class behaviours, English proficiency and homework completion largely determined teacher evaluations of students' course understanding. Fourthly, the effect of homework completion on teacher evaluations of students' course understanding was moderated by English proficiency. For students with high English language proficiency, completing homework significantly affected teacher assessments of their course understanding. For students with low English language proficiency, however, completing homework had relatively little effect on teacher assessments of their course understanding. Conclusions: In this exploratory study, grades assigned to immigrant students were largely determined by whether they do their homework and their English language proficiency. Teacher evaluations of immigrant students' level of course understanding were largely determined by students' class behaviours, English language proficiency and homework completion. It is suggested that teachers distinguish between effort and skill and provide separate feedback for each of these dimensions during the process that newcomer immigrant students are concurrently acquiring academic skills while mastering a new language. However, further investigation is needed to determine the generalisability of findings to a larger immigrant youth population. (Contains 6 figures, 8 tables and 1 note.)

Many studies have pointed to a troubling phenomenon known as the "immigrant paradox." Despite an initial advantage length of residence in the United States appears to be associated with declining academic achievement and aspirations. To date, this line of research has taken a largely cross-sectional approach, comparing first, second, and third generations. The Longitudinal Immigrant Student Adaptation Study (LISA) combines longitudinal, interdisciplinary, and comparative approaches to document the patterns of adaptation of 408 recently arrived immigrant origin youth from Central America, China, the Dominican Republic, Haiti, and Mexico over the course of five years. Here, we present data that demonstrate patterns of academic engagement and achievement of these youths over time, as well as a structural equations model (SEM) that sheds light on the factors contributing to these patterns. These data suggest that supportive relationships significantly mediate the academic engagement and outcomes of immigrant youth. Implications and future directions are discussed. (Contains 4 tables, 5 figures, and 1 note.)

Research has repeatedly demonstrated that parent foreign nativity has a protective effect on child asthma outcomes among Mexican Americans, but the mechanisms underlying this relationship are not well understood. The current study explored parent depression as a mediator and social support as a moderator of the parent nativity-child asthma control pathway. Data come from the baseline sample of a trial (NCT02481986) testing community interventions for 223 children aged 5 to 16 with uncontrolled asthma. We focused on parent/child dyads of Mexican heritage (N = 165; mean age = 9.08, standard deviation = 2.94; 57.3% with Mexico-born parent). Asthma control was defined using the child and adult versions of the Asthma Control Test (ACT). Psychosocial factors included parent depression symptoms and social (instrumental, informational, and emotional) support. Mexican-born parents had fewer depressive symptoms (β ^ = −2.03, SE ^ = 0.24) and children with better asthma control (β ^ = 1.78, SE ^ = 0.24) than US-born parents, P <.0001. Analyses suggested partial mediation of the nativity-ACT path via parent depression (P <.001). An interaction between Instrumental Support and Nativity was marginally significant (β ^ = −0.10, SE ^ = 0.05, P =.07), with protective effects only observed at higher support levels. Last, among Mexico-born parents, the protective nativity effects on ACT declined with increasing residential years in the United States through 12 years. This study is novel in identifying parent depression as one mechanism underlying the effects of parent nativity on child asthma control, but results suggest that the health advantages may depend on availability of support. Providing resources for parent depression and instrumental support (transportation, childcare) can optimize asthma interventions in this population. [ABSTRACT FROM AUTHOR]

Policy debates about undocumented immigration in the United States focus most often on adults and adolescents. Yet 5.5 million U.S. children currently reside with at least one undocumented immigrant parent, with 4.5 million of these children U.S.-born citizens. Given that children with undocumented parents constitute nearly one-third of all children with immigrant parents and about 8 percent of all U.S. children, their well-being holds important implications for U.S. society. This review summarizes the current evidence on whether and how parent undocumented status affects the cognitive, school attainment, and mental health outcomes of children and youth. Research on mechanisms through which these effects occur-including both removal and fear of removal; parent-child separation; lower access to public programs; psychological distress; "awakening" to one's own undocumented status; and work conditions and economic hardship-is also reviewed. Potential moderators include the chronicity of experienced undocumented status; large-scale economic changes such as the Great Recession; and neighborhood and network social capital. Both public policies and community-based organizations' practices may help reduce the developmental risks for children with undocumented parents. We conclude by discussing a range of such policies and practices, related to preschool and prekindergarten, work and employment, border enforcement, program enrollment and access, organizational and institutional partnerships, and a range of choices regarding a pathway to citizenship. [ABSTRACT FROM AUTHOR]

The article discusses American trade secret laws and the proposed amending of the U.S. Economic Espionage Act to require the disclosure of national security-related technology thefts as of June 2013. The challenges of enforcing trade secret misappropriation laws are addressed, along with attacks against American corporations by foreign competitors. Cyber warfare attacks and foreign state-sponsored data breaches are mentioned, along with criminal penalties for trade secret thefts.

Copyright of Revista Española de Cardiología (18855857) is the property of Elsevier B.V. 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.)

Copyright of Canadian Issues / Thèmes Canadiens is the property of Association for Canadian Studies 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.)

The article focuses on the use of amicus briefs in court patent litigations to identify the advocacies of corporations. It analyzes how companies advocate changes in the U.S. Supreme Court, how they use political power in the legislative process and discusses theories and empirical findings on the size of firm as amicus brief advocacy predictors. It also notes patent law preferences of companies, the coding protocol on amicus briefs, the Court of Appeals for the Federal Circuit (CAFC) and Standard Industrial Classification (SIC) codes of companies.

The article discusses the Longitudinal Immigrant Student Adaptation Study (LISA) in the U.S. The study focuses on how foreign-born U.S. residents adapt when they return to the U.S. It involved 407 citizens, under the age of 18, from various countries including China and the Dominican Republic. The study found that most immigrant youths were detached from their schools and neighborhoods. It also revealed that immigrant youth and children do not have access to mentoring and other supportive after-school activities.

The article provides information on the study on reaching out to immigrant students and families in the U.S. The author says the one of the most significant challenges confronted by school schools across the nation relates to how people educate the growing numbers of immigrant students from diverse backgrounds in schools that already are short on resources and in many instances ill-prepared to understand the needs of such diverse group of students.

Abstract: This survey was part of a Binational Program (Mexico-United States) in microbiological water quality, with a goal to assess the shoreline bacteriological water quality from Tijuana to Ensenada, Mexico. Samples were collected at 29 sites (19 beaches and 10 outfalls), from the United States border to Punta Banda, Baja California, during summer (1998) and winter (1999). Total coliforms, fecal coliforms and enterococci were used as bacterial indicators. Standard methods were used for total and fecal coliforms, while the Enterolert quick method (IDEXX) was used for the enterococci. Compared with outfalls, the beaches exceeded water quality standards by a small percent, 25.3% in summer and 17% in winter. For outfalls, the percentage of shoreline that exceeded bacterial indicator thresholds had a minor value in summer (32.7%) than in winter (50%). Sites near wastewater discharges had the lowest quality and did not meet the microbiological water quality criteria for recreational use. [Copyright &y& Elsevier]