Interaction Theory in the Federal Republic of Germany: Development,Current Position,Themes, and Problems

After the end of World War II in West Germany, action and interaction theories and phenomenological sociology occupied only fringe positions. At the end of the 1960s, criticism of the prevalent neopositivistic research methodology, systems theory, and the rapidly spreading critical theory increased. This, coupled with the positive reception given symbolic interactionism and ethnomethodology from the United States, caused interaction theories to flourish. Today they are among the four or five main schools of thought in West German sociology. In methodological work, the “interpretative” or “communicative” social research of the time developed the narrative interview and life history method. Group discussion and participant observation were also used for interactionist social research. A survey of the subjects interactionists have covered in their research shows how widely interaction theory has been applied. The main themes of current interaction theory are: (1) conceptualizing the difference between unpremeditated behavior and meaningful action, (2) formulating a theory that covers both “structure” and “action”, and (3) developing an interactionist macro theory. The future of interaction theory is analyzed and assessed optimistically.     

Conflicting strategic objectives in hospital design

This paper presents a multigoal linear programming model designed to analyse the impact of different strategic objectives in the planning of hospitals. The paper argues that it is necessary to adopt an overall point-of-view in planning; that it is necessary to consider the interactions between the hospital, other social and health institutions and the community at large in order to attain an efficient plan. A simplified cost-benefit analysis is suggested, and it is demonstrated that the opportunity costs of lost working days may be more important than both capital and operating costs from a social point of view.     

On dynamic stochastic approximation

The behaviour of the dynamic stochastic approximation algorithm suggested by DUPA[Cbreve] [4, 5] is examined under various conditions. Essentially, convergence in q.m. is proved and the rate of convergence is obtained for three classes of regression functions. Necessary and sufficient conditions are established for the convergence in q.m. of the algorithm in terms of the algorithm parameters for the stationary (nondynamic) case.     

Controlling type 1 error rate for sequential,bioequivalence studies with crossover designs

Sample size reestimation in a crossover, bioequivalence study can be a useful adaptive design tool, particularly when the intrasubject variability of the drug formulation under investigation is not well understood. When sample size reestimation is done based on an interim estimate of the intrasubject variability and bioequivalence is tested using the pooled estimate of intrasubject variability, type 1 error inflation will occur. Type 1 error inflation is caused by the pooled estimate being a biased estimator of the intrasubject variability. The type 1 error inflation and bias of the pooled estimator of variability are well characterized in the setting of a two‐arm, parallel study. The purpose of this work is to extend this characterization to the setting of a crossover, bioequivalence study with sample size reestimation and to propose an estimator of the intrasubject variability that will prevent type 1 error inflation.     

ADHD and Brain Anatomy: What Do Academic Textbooks Used in the Netherlands Tell Students?

Studies of brain size of children classified with ADHD appear to reveal smaller brains when compared to ‘normal’ children. Yet, what does this mean? Even with the use of rigorously screened case and control groups, these studies show only small, average group differences between children with and without an ADHD classification. However, academic textbooks used in the Netherlands often portray individual children with an ADHD classification as having a different, malfunctioning brain that necessitates medical intervention. This conceptualisation of ADHD might serve professional interests, but not necessarily the interests of children.