Fragility index of block tailed vectors

Financial crises are a recurrent phenomenon with important effects on the real economy. The financial system is inherently fragile and it is therefore of great importance to be able to measure and characterize its systemic stability. Multivariate extreme value theory provide us such a framework through the fragility index ( 11, 7 and 8). Here we generalize this concept and contribute to the modeling of the stability of a stochastic system divided into blocks. We will find several relations with well-known tail dependence measures in the literature, which will provide us immediate estimators. We end with an application to financial data.     

Values of Portuguese/non‐Portuguese mothers of kindergarten children,and of kindergarten teachers

The aim of this research was to identify continuities/discontinuities in the values of Portuguese mothers with kindergarten children belonging to high and low socio‐cultural backgrounds, mothers from different cultures and kindergarten teachers. The sample was composed of sixty‐five mothers (fourteen Roma, fifteen Indian, twelve African, and ten Portuguese from low socio‐cultural backgrounds, and fourteen Portuguese from middle and high socio‐cultural backgrounds) and fifteen kindergarten teachers, from middle and high socio‐cultural backgrounds. They all worked in multicultural classes, and all were aged between 18 and 45. A list of behaviors and open questions about adaptive/non‐adaptive behaviors and the metaphor of Adaptive Adult were applied to identify their values. Results show continuities and discontinuities in mothers’ and kindergarten teachers’ values. The most important were: (1) valuing of autonomy by the kindergarten teachers and Portuguese mothers from high socio‐economic backgrounds and (2) valuing of conformity by Indian and Roma mothers. Discontinuities were also observed between (1) kindergarten teachers and all groups of mothers concerning personal fulfillment, only valued by kindergarten teachers, (2) professional fulfillment, only valued by Indian mothers, and (3) self characteristics, only valued by Portuguese mothers from a low socio‐economic background. Implications of these results are analyzed with regard to research, the training of kindergarten teachers and the nature of interventions with parents.     

Implementation of a Posted Schedule to Increase Class-Wide Interobserver Agreement Assessment

The present study investigated the impact of an antecedent intervention in the form of a daily posted schedule on the interobserver agreement (IOA) assessment of educational goals implemented within a classroom at a private school serving individuals with disabilities. During baseline, the percentage of academic goals with interobserver agreement was low and stable (M?=?5%). Teacher performance improved during the intervention (M?=?92%). A reversal replicated this effect and performance maintained during 6-week, 6-month, and 1-year follow-up probes. Results suggest a daily posted schedule can effectively increase interobserver agreement assessment by direct-care teaching staff.     

Meet the Parents? Family Size and the Geographic Proximity Between Adult Children and Older Mothers in Sweden

The aim of this study is to estimate the causal effect of family size on the proximity between older mothers and adult children by using a large administrative data set from Sweden. Our main results show that adult children in Sweden are not constrained by sibship size in choosing where to live: for families with more than one child, sibship size does not affect child-mother proximity. For aging parents, however, having fewer children reduces the probability of having at least one child living nearby, which is likely to have consequences for the intensity of intergenerational contact and eldercare.     

Using Activity Theory to Understand How People Learn to Negotiate the Conditions of Work

In a typical workplace in the United States, two knowledge-producing activity systems are in motion. Each produces knowledge about how to do the work of that workplace, but they are differently motivated: one toward productivity, and the other toward earning a living. The conflict between these two systems is addressed through the process of negotiation. A.N. Leont'ev's insight on the power of motive to shape an activity system through which consciousness is constructed provides direction for exploring how people learn to negotiate their conditions of work. Observations and interviews conducted in the course of my work as a union-based and then a university-based labor educator suggest that negotiating knowledge (NK) is similar to work process knowledge in that it is useful for the work that is being done, has a theoretical dimension, and is generated by problem solving. However, because it is generated through the second activity system, it differs from work process knowledge in its perspective. Characterizing NK makes it easier to recognize and enables research into its creation, which in turn can inform the practice of labor education. Examples considered in this article include a grocery warehouse, steel mill, cleaning company, federal office, an apartment building, public school, and musical instrument factory.