Union views of managerial prerogatives revisited: The prospects for labor-management cooperation

Using data from a survey of AFL-CIO affiliated unions, I compare union views of managerial prerogatives in 1997 with those reported in a 1968 study. Unions today desire more input into the firm's decision-making process than in 1968, particularly with regard to issues traditionally reserved to management. Given management's traditional resistance to “outside” interference, more cooperative relationships between unions and managment may be problematic. I thank Richard Hoppins and Edwin Sexton for research assistance.     

Reconstructing developmental psychology—some first steps

My starting point is the claim that developmental psychology has traditionally projected a standardised image of childhood, especially through the emphasis on describing universal stages of psychological growth within what are assumed to be normal childhood environments. These reifications of universality and normality have in turn regulated social action at individual, family and school level. Increasingly, these same images are being idealised and treated as a standard for judging the quality of childhood in contexts far removed from their Euro-American origins. I explore the historical roots of universalistic thinking about children's nature, their needs and what constitutes healthy development and consider the opportunities for a new psychology of childhood to be reconstructed in ways that pay more attention to the cultural dimensions of the subject. I illustrate the growing interest amongst psychologists in studying children's development as a socio-cultural process, as well as the lessons of social constructionist critiques of the developmental paradigm itself. I conclude by reflecting on some of the challenges facing psychological studies of childhood issues that are more reflexive, inclusive and cultural. Copyright © 1999 John Wiley & Sons, Ltd.     

Existence and Uniqueness of Maximal Reductions Under Iterated Strict Dominance

Iterated elimination of strictly dominated strategies is an order dependent procedure. It can also generate spurious Nash equilibria, fail to converge in countable steps, or converge to empty strategy sets. If best replies are well–defined, then spurious Nash equilibria cannot appear; if strategy spaces are compact and payoff functions are uppersemicontinuous in own strategies, then order does not matter; if strategy sets are compact and payoff functions are continuous in all strategies, then a unique and nonempty maximal reduction exists. These positive results extend neither to the better–reply secure games for which Reny has established the existence of a Nash equilibrium, nor to games in which (under iterated eliminations) any dominated strategy has an undominated dominator.     

Profitieren Kinder mit Migrationshintergrund von pädagogischen Fachkräften mit Migrationshintergrund?Do migrant children benefit from migrant teachers?

This paper tests the assumption that a stronger presence of migrant teachers in preschool can help to reduce ethnic disadvantages and contribute to more equality of opportunity. To this end, migrant children who are taught by teachers with a migration background are compared to those who are confronted with only autochthonous teachers in their day-care centre. The outcome variables include competencies in German language, mathematics, science, as well as social competencies of the children. In addition, the study investigates the contact frequency of migrant parents with the day care centre to test whether contact is enhanced in centres which employ migrant teachers. Contrary to expectations, propensity score matching analyses based on the Kindergarten cohort of the German National Educational Panel Study (NEPS) show that migrant children do not achieve higher competencies when being taught by migrant teachers. Similarly, contact to migrant parents is not improved. More teachers with a migration background will hardly reduce ethnic disadvantages in educational outcomes.     

IN‐SEASON HEAD‐COACH DISMISSALS AND THE PERFORMANCE OF PROFESSIONAL FOOTBALL TEAMS

This paper studies the causes and consequences of in‐season changes of the head‐coach of association football teams. We exploit data from the highest level of Dutch professional football during 14 successive seasons. An in‐season change of the head‐coach depends on recent match results and the difference between actual results and expectations as measured using bookmaker data. We find that, after the head‐coach has been replaced, teams perform better than before. However, the performance is also better than before for a control group of coach replacements that did not occur. From this we conclude that replacement of head‐coaches does not improve team performance. (JEL J44, L83)     

A journey of embedding mental health lived experience in social work education

Abstract

The value of learning from mental health lived experience is widely acknowledged, however, the nature of lived experience involvement in Australian social work education seldom extends beyond guest lecturing. Further, few opportunities exist that build the capacity of people with lived experience to become educators within tertiary settings. In this paper we present the Valuing Lived Experience Project (VLEP), an initiative led by a Lived Experience Academic (LEA) that seeks to systematically and meaningfully embed lived experience into the social work curriculum at a Western Australian university by providing significant opportunities for the capacity building of both individuals with mental health lived experience and academics. Given the relative infancy of service user involvement in Australian social work education, the VLEP offers a number of opportunities for reflection and consideration. A long-standing partnership between a LEA and Social Work Academic is described, the activities and key learnings of the VLEP to date are outlined, and we offer our reflections on challenges encountered throughout the journey. We hope that our experiences and learnings can be drawn upon to progress lived experience participation in tertiary settings and further legitimise lived experience involvement in the education of social workers.     

Understanding Very Old Age: Looking Back and Thinking Forward

ABSTRACT

Understanding human development among the oldest old is a sequential building process taking into account building-block data, theories, and models from childhood, adulthood, and old age toward a new territory of oldest-old survivors who have lived way beyond the average life-span. A central question is whether the oldest-old survivors have developed specific survival techniques and/or protective environments that nurture survival. Or are the oldest old statistical outliers who by happenstance continue to survive further into old age? This commentary provides a historical framework on the papers in this series that describe challenges confronted by the oldest-old survivors in order to advance our understanding of survival of the oldest old. A clear understanding of the contributors to longevity could guide public policies toward well-being and life satisfaction among our oldest-old citizens.