Life skills training and the politics of personal effectiveness

In recent years social and life skills curriculum has emerged to occupy an important place in new training initiatives, particularly those associated with YTS and pre-vocational courses such as TVEI, CPVE and City and Guids 365.* one level the attraction of‘life skills’training is that it is relevant and address, in ways that traditional Liberal and General Studies could not, the practical problems likely to affect young people as adults, as parents and as employees. another, ambiguity surrounds the criteria upon which such skills for living are constructed and appraised, not least because of their close behavioural connection with altering young peoples’attitudes toward authority, industry and society. Despite recent concern about the dangers of bias and indoctrination elsewhere in mainstream education, this controversial aspect of government intervention in vocational training (DEP 1981; MSC 1981; DEP 1984) has escaped the critical attention of those who currently express concern about standards in education (Scrution et al 1985). For this reason the paper seeks to examine the kind of‘official’thinking which lies behind life skills training, and the skills which are thought necessary to enhance the‘personal effectiveness’of young people. This would seem all the more important in view of the government's contention that technical and vocational education (14-18) now constitutes a viable alternative for those who fail to succeed in mainstream education. (DEP 1981, 1984; MSC 1981, 1982a).     

The development of social statistics and indicators on the status of women

In developing social statistics and indicators on the status of women, three requirements must be satisfied. First, existing measures of prevalent demographic, socio-economic, and socio-cultural conditions must be more fully utilized. Second, some improvements in these measures, together with certain new measures and data sets are needed. Finally, agreed standards of comparison for gauging the relative status of women must be established. In each of the above subject-areas, some widely available statistics and derived measures are examined with respect to their adequacy for describing women's living conditions and assessing their status. Proposals are then offered for additional measures and new data collection efforts designed to reduce the deficiencies or gaps in existing data and provide a sounder basis for assessing the status of women in different societies.     

Infant‐directed speech to infants at risk for dyslexia: A novel cross‐dyad design

When mothers speak to infants at risk for developmental dyslexia, they do not hyperarticulate vowels in their infant‐directed speech (IDS). Here, we used an innovative cross‐dyad design to investigate whether the absence of vowel hyperarticulation in IDS to at‐risk infants is a product of maternal infant‐directed behavior or of infants’ parent‐directed cues. Interactions between mothers and infants who were at risk or not at risk for dyslexia were recorded in three conditions: when mothers interacted with (a) their own infants, (b) infants who were not their own but of the same risk status, and (c) infants who were not their own and of the opposite risk status. This design revealed both infant and parent effects. Mothers of not‐at‐risk infants hyperarticulated vowels significantly more when speaking to not‐at‐risk than to at‐risk infants. In contrast, mothers of at‐risk infants hyperarticulated vowels significantly less than NAR mothers, and this was irrespective of infant status. Mothers of not‐at‐risk infants thus adjusted their IDS to the infant's risk status, while mothers of at‐risk infants did not. We suggest that IDS is determined reciprocally by characteristics of both partners in the dyad: Both infant and maternal factors are essential for the vowel hyperarticulation component of IDS.     

Analysing survey data with incomplete responses by using a method based on empirical likelihood

Summary.  In many surveys, missing response is a common problem. As an example, Zahner, Jacobs, Freeman and Trainor analysed data from a study of child psychopathology in the State of Connecticut, USA. In that study, the response variable, psychopathology, was inferred from questions that were addressed to teachers of the children and was subject to a high level of missingness. However, the missing responses were supplemented by surrogate information that was provided by the parents and/or the primary care providers of the children. In such a situation, it is conceivable that the supplemental information can be used to recover some of the information that has been lost in the cases with missing response. This paper considers a method using empirical likelihood. Empirical likelihood is well known in providing nonparametric inference. But its application has largely been confined to complete-data situations. The method proposed exploits the semiparametric nature of empirical likelihood. The method gives consistent estimates if the cases with non-missing responses form a random sample of the population. In large samples, the method behaves similarly to a regression estimate that is applied to estimating equations. The method is easy to implement with standard statistical packages. In a small sample study, the method was found to give favourable results, when compared with existing methods.