Transnational parenting and the well-being of Angolan migrant parents in Europe

Studies on the transnational family highlight the emotional difficulties of migrant parents separated from their children through international migration. This article consists of a large-scale quantitative investigation into the insights of transnational family literature by examining the well-being of transnational parents compared with that of parents who live with their children in the destination country. Furthermore, through a survey of Angolan migrant parents in both the Netherlands and Portugal, we compare the contexts of two receiving country. Our study shows transnational parents are worse off than their non-transnational counterparts in terms of four measures of well-being – health, life satisfaction, happiness, and emotional well-being. Although studies on migrant well-being tend to focus exclusively on the characteristics of the receiving countries, our findings suggest that, to understand migrant parents' well-being, a transnational perspective should also consider the existence of children in the migrant sending country. Finally, comparing the same population in two countries revealed that the receiving country effects the way in which transnational parenting is associated with migrant well-being.

The EU’s Paradoxical Efforts at Tracking the Financing of Terrorism: From criticism to imitation of dataveillance. CEPS Paper in Liberty and Security No. 56, August 2013

In July 2011, the European Commission published a Communication aimed at setting out different options for establishing a European terrorist finance tracking system (TFTS). The Communication followed the adoption of the EU-US agreement on the US Terrorist Finance Tracking Program (TFTP) in 2010. The agreement concluded various series of national, European and transatlantic negotiations after the disclosure through public media of the US TFTP in 2006. This paper takes stock of the wide range of controversies surrounding this security-focused programme with dataveillance capabilities. After stressing the impact of the US TFTP on international relations, the paper argues that the EU-US agreement primarily has the effect of shifting information-sharing practices from the justice/judicial/penal/criminal investigation framework into the security/intelligence/administrative/prevention context as the main rationale. The paper then questions the TFTP-related conception of mass intelligence through large-scale databases and transnational communication of bulk data in the name of targeted surveillance. Following an examination of the project creating an EU system equivalent to the TFTP, the paper emphasises the fundamental paradox of transatlantic security matters, in which European criticism of American programmes tends to be ultimately translated into EU imitation of US dataveillance practices.

La relation entre le climat scolaire, le contexte scolaire et l'adoption des différents rôles lors d’une situation de violence scolaire

Le sujet de la présente étude est la violence scolaire, phénomène complexe et polysémique qui préoccupe légitimement le monde de l’éducation depuis plus de trente ans. À partir des analyses factorielles exploratoires, analyses de variance factorielle et finalement analyses multivariées de covariance, cette recherche vise plus précisément à dégager la relation entre le climat scolaire, le contexte scolaire et les différents rôles adoptés par les élèves du niveau secondaire lors d’une situation de violence scolaire. Les données de la présente étude ont été collectées par Michel Janosz et son équipe pendant l’année 2010, dans quatre établissements éducatifs provenant d’une commission scolaire de la grande région de Montréal. L’échantillon de départ est composé de 1750 élèves qui fréquentent des classes ordinaires et spéciales du premier et deuxième cycle du secondaire âgés entre 10 et 18 ans. Pour fins d’analyse, deux petites écoles ainsi que les classes spéciales ont été retirées. Il demeure donc 1551 élèves dans l’échantillon initial analysé. Les résultats des analyses permettent de constater d’une part, la relation significative existante entre les dimensions du climat scolaire et l’adoption des différents rôles lors d’une situation de violence scolaire, les climats d’appartenance et de sécurité étant les plus importants, et d’autre part d’observer des différences dans les perceptions que les élèves ont de la violence scolaire selon le niveau et selon l’école.