Cumulative correspondence analysis of ordered categorical data from industrial experiments

Most studies of quality improvement deal with ordered categorical data from industrial experiments. Accounting for the ordering of such data plays an important role in effectively determining the optimal factor level of combination. This paper utilizes the correspondence analysis to develop a procedure to improve the ordered categorical response in a multifactor state system based on Taguchi's statistic. Users may find the proposed procedure in this paper to be attractive because we suggest a simple and also popular statistical tool for graphically identifying the really important factors and determining the levels to improve process quality. A case study for optimizing the polysilicon deposition process in a very large-scale integrated circuit is provided to demonstrate the effectiveness of the proposed procedure.     

Forecast mean squared error reductionin the VAR(1) process

When VAR models are used to predict future outcomes, the forecast error can be substantial. Through imposition of restrictions on the off-diagonal elements of the parameter matrix, however, the information in the process may be condensed to the marginal processes. In particular, if the cross-autocorrelations in the system are small and only a small sample is available, then such a restriction may reduce the forecast mean squared error considerably.

In this paper, we propose three different techniques to decide whether to use the restricted or unrestricted model, i.e. the full VAR(1) model or only marginal AR(1) models. In a Monte Carlo simulation study, all three proposed tests have been found to behave quite differently depending on the parameter setting. One of the proposed tests stands out, however, as the preferred one and is shown to outperform other estimators for a wide range of parameter settings.     

Does Society Matter? Life Satisfaction in the Enlarged Europe

Life satisfaction is quite heterogeneously distributed across countries of the enlarged European Union. Previous research has shown how living conditions within individual countries, such as access to material and emotional resources, are important for personal well-being, but it has been less successful in explaining differences between countries. This article investigates whether it matters in which political and economic circumstances people live, as well as whether their particular perception of the quality of their societal environment plays a role. People are well aware that the institutional and cultural settings in which their lives are embedded create opportunities and limitations: within individual countries, perceptions of society influence life satisfaction outcomes irrespective of access to resources. However, their importance for well-being differs across Europe: perceptions of societies are highly decisive in countries that provide only a minimum of social security and in which the reliability of political institutions is poor. In rich and stable countries, the impact is weaker and private social support becomes more important. In addition to these country-specific weights of life satisfaction determinants, life satisfaction variations between countries can be explained to a large extent by taking into consideration the economic performance, the social security level, and the political culture in a country—all in all, general conditions that enable people to live a respectable life.     

Ungleiche Chancen im Wissenschaftssystem: Artefakt oder Realität?

The article “Emergence of an academic elite? The impact of universities’ size and reputation on research funding” by Katrin Auspurg, Thomas Hinz and Jürgen Güdler (volume 4/2008 of this Journal) discusses critically Richard Münch’s thesis of monopolistic tendencies in the German science system. Unfortunately the authors focus in their analysis on an improper object, the “Individual grants programme” (Normalverfahren) of the German Research Foundation (DFG). However, problematic developments for the German science system will rather result from the “Coordinated grants programmes” (koordinierte Programme), in particular the excellence initiative. Furthermore the authors fail to connect their analysis to the broader context of the functions and implications of the increasing role of third party funding in the German science system.     

Children’s Strategies for Agency in Preschool

This article is based on an ethnographic study of children’s everyday life in Swedish preschools. The ethnography is used to explore children’s strategies for influencing, defending and constructing the social order of a preschool institution. The focus of our concern is on how the children, in their interactions with each other and with the preschool teachers, manage the collective regulation and how they negotiate their participation in collective activities. There is an inherent tension between free play and the high degree of routinised and collective activities within the preschool institution. The study shows that children are active in playing at the border, acting as if the institution is the children’s place. It also shows how they draw on different strategies as resources for managing the regulations, accounting for personal autonomy and negotiating the social order. In taking a child perspective and acknowledging children as active agents, it is possible to see how they influence and shape their everyday life in a preschool context. In addition, the article illustrates individual children’s strategic and pragmatic use of resources and in doing so contribute to their own childhood and thereby become part of a social and cultural construction process.     

Parental involvement in the development of a culture‐based school curriculum

This study focuses on parental involvement in Sámi schools when developing a culturally sensitive school curriculum. The research recognizes a number of competing and complementary interests that play a role when constructing structures and policies in curriculum development. Two Sámi schools in Sweden with 115 pupils, their parents and 27 teachers were included in a longitudinal three‐year study. Interviews, school visits, videotapes and document analysis were used to gather information. The results indicate the invisible existence of culture‐based school practice and curriculum texts. The lack of contact among homes, schools and community culture was obvious. Parents and teachers expressed an interest in developing a culture‐based local curriculum through a process of reflecting on and creating an education incorporating the past, the present and the future. The study showed that parents, pupils and teachers experienced increased awareness in culture‐based schoolwork. The study pointed to a desire for cooperation between home and school in the development of a culture‐based school curriculum and a school practice supported by a culturally responsible teacher.     

The Normativity of the Concept of Heteronormativity

The aim of the article is to analyze and to critically examine use of the concept of heteronormativity. We find it important to adjust the concept to some extent in order to analyze, for example, changes occurring in homosexual families, contemporary gender-equal families, or the progressive youth culture. We find two approaches when using the concept. One minimizes the importance of how sexual practices are embedded in social institutions. The first approach becomes too idealistic, whereas the second approach often is based on a structural view of society. This approach makes it hard to imagine a transformation of the family that could lead to more equal and democratic relations in contemporary families. We suggest a third approach, and the possibility of finding creative ways of analyzing actual change and contestations of heteronormativity. An approach containing a space of reflexivity and aiming at political change both involving subjects as well as structures.     

When Father Steps Forward and Mother Steps Back: The Moderating Role of Simultaneity in Parents' Coparenting Behaviors in the Development of Anxiety in 4‐ to 30‐Month‐Olds

Infant negative affectivity predicts child anxiety. Coparenting might influence the development of anxiety by weakening this association in the case of supportive coparenting, or by strengthening this association in the case of undermining coparenting. Parents can display coparenting behaviors simultaneously (both parents being supportive or undermining), or divergently (only one parent being supportive or undermining). In our longitudinal study, we investigated whether coparenting moderated the relation between infant negative affectivity at 4 months and child anxiety symptoms 2 years later. Hundred‐sixteen couples dressed up their firstborn infants in a clothes‐changing task. We coded cooperative, mutual, neutral, and competitive coparenting behaviors. Both parents rated infant negative affectivity and child anxiety symptoms. Infant negative affectivity significantly predicted child anxiety. This association was moderated by parents' divergent cooperative coparenting: It was stronger when mothers were cooperative while fathers were neutral, and weaker when fathers were cooperative while mothers were neutral. When fathers step forward (i.e., being cooperative) and mothers step back (i.e., leaving space), they may protect their at‐risk child from developing anxiety.