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The objective of this research is to examine the relationship between children’s perception of their available material resources and their subjective well-being. Participants ( n  = 13,953) resided in eight countries and were largely female (57 %), between the ages of 10–14 ( M  = 12.05; SD  = 0.59). Each child completed a culturally appropriate country-survey that included demographic information and validated measures from the International Survey of Children’s Well-Being project (ISCIWeB), which included the Student’s Life Satisfaction Scale (SLSS) and material resources items. We tested a relational model for predicting subjective well-being and applied structural equation modelling (SEM) to the data. Results indicated that children in Uganda had limited access to material resources and the lowest average of well-being. Together with Algeria and South Africa, Uganda also had the strongest associations between the access to material resources and the SLSS. Even with access to all material resources evaluated, well-being scores are also lower in the case of South Korea, probably due to the so-called “Asian bias”. Children from Israel, Brazil, Spain, and England were similar in their levels of satisfaction and well-being. Our model fit the data well and revealed significant relationships between material resources and child subjective well-being in each country. Preliminary results underscore the importance of assessing material well-being in children and highlight the role material resources have in influencing children’s subjective well-being, especially in cases of children experiencing severe resource deprivation. Our model warrants further testing to replicate and extend our findings. Recommendations for future research are provided.

Continuous improvement of material resources management tools based on the principles of lean production in production management allows managers of enterprise to increase the economic efficiency of operating activities and gain competitive advantages. Sheet metal cutting is the main technological process with sheet metal taking a significant share of production material costs at many engineering enterprises. Therefore, the task of increasing of the material utilization rate is relevant in terms of increasing the economic efficiency of the enterprise and rational use of natural resources. Introduction of rational cutting algorithms is the main direction of solving this task. However, in order to eliminate arising losses when cutting sheet metal, it is necessary to pay attention to the questions of reasonable sorting of material resources after cutting into groups of business and non-business material resources and the organization of their management accounting. The purpose of the research is to develop tools of material resources management in lean production for sheet metal cutting at engineering enterprises with single or serial types of production. The paper proposes the terminological apparatus of the study, develops a method for material resources sorting after sheet metal cutting, and substantiates the possibility of increasing the economic efficiency of sheet metal rational cutting taking into account business material resources. The practical recommendations for organization of management accounting of material resources after sheet metal cutting were also proposed in the research. It should be noted that using information technologies in the process provides managers with operational and substantiated information for making economic effective and timely management decisions. Thus, as a result of the research, the theoretical and practical aspects of material resource management after cutting were developed. The practical significance of the research consists in the possibility of mastering the developed proposals in engineering production for improving the process of sheet metal cutting in order to reduce technological costs, optimize the costs structure or increase net income.

Organizational theory scholars typically see organizations as race-neutral bureaucratic structures, while race and ethnicity scholars have largely neglected the role of organizations in the social construction of race. The theory developed in this article bridges these subfields, arguing that organizations are racial structures—cognitive schemas connecting organizational rules to social and material resources. I begin with the proposition that race is constitutive of organizational foundations, hierarchies, and processes. Next, I develop four tenets: (1) racialized organizations enhance or diminish the agency of racial groups; (2) racialized organizations legitimate the unequal distribution of resources; (3) Whiteness is a credential; and (4) the decoupling of formal rules from organizational practice is often racialized. I argue that racialization theory must account for how both state policy and individual attitudes are filtered through—and changed by—organizations. Seeing race as constitutive of organizations helps us better understand the formation and everyday functioning of organizations. Incorporating organizations into a structural theory of racial inequality can help us better understand stability, change, and the institutionalization of racial inequality. I conclude with an overview of internal and external sources of organizational change and a discussion of how the theory of racialized organizations may set the agenda for future research.

Children’s subjective well-being is determined not only by what are, in themselves, satisfying; it is also determined by affordances and provisions that facilitate the attainment of capabilities for them to later on pursue their goals. Country and culture context, however, may influence how strongly affordances and provisions contribute to children’s subjective well-being. As children are socialized in their culture’s endorsed goals and understanding of a good life, their subjective well-being becomes linked to factors that help develop capabilities consistent with these goals. Data from the eight-year-old sample (Wave 2) of Children’s Worlds: International Survey of Children’s Well-Being were used in multilevel analyses to test interactions between hypothesized individual-level predictors and country-level moderators. Results show that children who have more material resources and move about in safer and more adequate spaces have higher levels of multidimensional life satisfaction ( MLS ) and subjective material well-being ( SMWB ); children who more frequently engage in worthwhile out-of-school activities have higher levels of MLS but not of SMWB . Both MLS and SMWB are more strongly predicted by safe, adequate living spaces in countries with high inequality-adjusted human development index ( InHDI) or with collectivist cultures; these are also more strongly predicted by material resources in countries with restraint cultures. Moreover, SMWB (but not MLS ) is more strongly predicted by material resources in countries with low InHDI or with individualist cultures. Results of the current study are generally consistent with the view of well-being as a psychological construct that changes with children’s material and cultural milieu.

Situated learning experiences such as research apprenticeships can help connect girls to the sciences, ultimately helping to achieve gender equity in the science workforce. The material resources available in research apprenticeships-such as research equipment, field gear, etc.-may be particularly consequential for building identification with science, as they are abundant and frequently hold disciplinary authenticity. However, most sociocultural studies of research apprenticeships have focused on cognitive-ideational or social aspects rather than on the material aspects of the learning setting. This paper investigates the association between different types of science-related material resources in the context of a geoscience and biology-focused research apprenticeship program for girls. The study employed a qualitative approach, drawing on theoretical constructs of communities of practice, identity resources, and identity work to inform program design and analysis. Our findings highlight specific ways that instruments, specialized clothing, specimens, artifacts, and physical settings of science intersect with science-related affect, science learning, and a sense of \"feeling like a scientist.\" The results imply that practitioners both in and out of the classroom should privilege agentic use of tools when working with all learners, but especially girls. Further, the types of material resources selected in learning settings are critically important, as different types of material resources afford different types of identity work. In particular, using materials that hold disciplinary authenticity, when coupled with learning about how scientists use those same instruments, helps girls \"feel like scientists,\" an important part of becoming a science apprentice.

In CSCL studies, language is often foregrounded as the primary resource for engaging in collaborative learning, while the body is more often positioned as a secondary resource. There is, however, a growing interest in the body as a resource in learning and collaboration in and outside CSCL. In this paper, we present, analyse, and discuss how two nine-year-old children collaborate through gesturing and moving their bodies around a touchscreen. The pair is working with the concept of scale and area measurement and are in midst of copying their rooms from paper to touchscreen. During this process, the pair engages in a discussion regarding the size of one meter through language, gestures and manipulation of the material resources. The analysis shows two distinct ways of understanding the length of one meter, which primarily are visible through the children’s gestures and bodily movements. In the analysis we show how the children dynamically produce body-material resources for communicative and illustrative purposes; moreover, they use body-material resources as a cognitive tool and as a way of shepherding each other. The study forms part of a body of studies analysing and theorizing the body in education, learning, and interaction. We discuss the wider impact of our findings and argue how they may challenge and improve studies relying mainly on a coding and counting approach or automated capture of e.g. gestures. In addition, we provide a detailed multimodal representation of the subtle bodily-material resources, which we argue is a modest contribution to a catalogue of ways of representing and making bodily-material resources visible in CSCL research.

In this article the authors undertake a systematic analysis of why border enforcement backfired as a strategy of immigration control in the United States. They argue theoretically that border enforcement emerged as a policy response to a moral panic about the perceived threat of Latino immigration to the United States propounded by self-interested bureaucrats, politicians, and pundits who sought to mobilize political and material resources for their own benefit. The end result was a self-perpetuating cycle of rising enforcement and increased apprehensions that resulted in the militarization of the border in a way that was disconnected from the actual size of the undocumented flow. Using an instrumental variable approach, the authors show how border militarization affected the behavior of unauthorized migrants and border outcomes to transform undocumented Mexican migration from a circular flow of male workers going to three states into an 11 million person population of settled families living in 50 states.