Changes in the social definition of early childhood and the new forms of symbolic violence

Conclusion The nursery school may be considered an institution and a market where the habits produced by the family are moulded, developed and standardized; thus, it is confronted with an objective definition of early childhood embedded in pedagogical practices. The proper objective of a sociology of nursery-school practice is the analysis of the lag between the functions delegated to the school by the different social classes and the functions which it objectively tends to fulfill. Here we have the best test of the lag between the pedagogic demands of the different classes and what the schools supply-which is very abstract, with results that are only visible at a later stage in the school career. It is not so much a question of learning to read or of preparing to do so (the acquisition of certain logical operations or a developed sensitivity, of acquiring a few I.Q. points). This learning takes place through many varied activities which apppear to be far from the learning function.All told, the conditions for understanding nursery-school exercises flow from the conditions for inventing these exercises. For instance, in games of manipulation, construction, classifying various objects, is not some knowledge of Piaget (at least in the sense of some psychologikal knowledge) needed to understand that practical manipulation is also logical manipulation, to see in cube games the learning of logic? Similarly, the language naïveté cultivated in language games is a clever naïveté, which supposes for example a cultured re-discovery of popular archaic language or of child talk. p ]Is it not likely to appear as pure childishness to those who, without the ncessary cultural knowledge, do not have the keys to decipher these ostensibly naïve exercises? Similarly, the conditions for understanding children's drawings as artistic learning (and the nursery school as an educational institution) are the very conditions for understanding modern art as art.It is not just a matter of perception and understanding; as the objective definition of early childhood proper to the different social classes becomes pervasive both in the relationship with school and in the socialization practices of the family, it patterns the children's habitus (as long-lasting internalized dispositions), which in turn influence the child's behavior and attitude towards school.The perception categories and the different forms of treatment of young children appropriate to each social class are not simply the result of the diffusion of definitions of early childhood produced by the autonomous evolution of scientific and artistic disciplines. They are the products of all the social and cultural conditions which define the class situation. We may also wonder whether at least some pedagogy and certain types of exercises do not presume that the child has socially marked attitudes, produced in some classes by family inculcation. For instance, a general attitude of disinterested interest is required by a pedagogy offering multiple activities and open to an attitude of active research and exploration. Does not this attitude suppose as an existential possibility the condition of social classes protected from economic pressure and from the urgency of immediate life, a general attitude towards life nearer to leisure than to the constraints of work?Thus, in confronting supply with demand—here even less than elsewhere-there is no question of comparing the expectations arising from users' opinions with the program offered in the official definition of the institution. The expectations are those which arise from objective determinations inherent in each social group, the forms of treatment and perception of early childhood. To analyze the program-and therefore to ascertain the social conditions governing the use of the nursery school—the dominant definition of early childhood on which the institution is founded must be brought to light. Moreover, the way in which this definition is written into the curriculum (and, subsequently, into pedagogical practice) must also be studied. This implies that the preliminary condition for a sociological analysis of the functions performed by the nursery school for the different social classes would be an analysis of a) the components of this dominant definition of early childhood and b) of the social conditions in those groups which make it possible to identify these components.We wish to thank P. Bourdieu for his advice during our research. R. Collins provided useful suggestions after reading the first version of this paper.     

Parental survival data: Some results of the application of Ledermann's model life tables

Summary Ledermann's one- and two-parameter model life tables are used in order to summarize and compare adult mortality estimates derived from parental survival data, and also to link parental survival with child survival data. The Ledermann models provide an alternative to the logit model used by Brass and Hill. Examination of life tables derived from actual child and adult mortality estimates reveals that although the two types of models yield similar overall levels of mortality, they show marked differences in the estimated patterns by sex and age. It has not been possible to disentangle completely how much of this divergence is due to the models themselves and how much to inadequacies in the data available. Finally, we question whether it is always wise to establish a full life table from child and adult mortality estimates when these are based on data which refer to different periods of exposure to the risk of dying, without allowance for possible distortions resulting from mortality change.     

Tolerable or Acceptable: A Comparison of Risk Regulation in the United Kingdom and in the Netherlands

In managing major accident hazards in industry risk, both the United Kingdom and the Netherlands use quantitative risk analysis and quantified risk criteria. These should be understood in the historical, legal, and political context in which they were drawn up. Even when criteria are numerically the same they do not necessarily mean the same thing. The legal and historical context differs widely between the two countries. Nevertheless, it is surprising that the final results in terms of land use and levels of risk are very similar.     

Quantitative Estimates of Risk for Noncancer Endpoints

While quantitative estimates of risk have been a standard practice in cancer risk assessment for many years, no similar practice is evident in noncancer risk assessment. We use two recent examples involving methylmercury and arsenic to illustrate the negative impact of this discrepancy on risk communication and cost-benefit analysis. We argue for a more balanced treatment of cancer and noncancer risks and suggest an approach for reaching this goal.     

Risk Modeling, Assessment, and Management of Lahar Flow Threat

The 1991 eruption of Mount Pinatubo in the Philippines is considered one of the most violent and destructive volcanic activities in the 20th century. Lahar is the Indonesian term for volcanic ash, and lahar flows resulting from the massive amount of volcanic materials deposited on the mountain's slope posed continued post-eruption threats to the surrounding areas, destroying lives, homes, agricultural products, and infrastructures. Risks of lahar flows were identified immediately after the eruption, with scientific data provided by the Philippine Institute of Volcanology, the U.S. Geological Survey, and other research institutions. However, competing political, economic, and social agendas subordinated the importance of scientific information to policy making. Using systemic risk analysis and management, this article addresses the issues of multiple objectives and the effective integration of scientific techniques into the decision-making process. It provides a modeling framework for identifying, prioritizing, and evaluating policies for managing risk. The major considerations are: (1) applying a holistic approach to risk analysis through hierarchical holographic modeling, (2) applying statistical methods to gain insight into the problem of uncertainty in risk assessment, (3) using multiobjective trade-off analysis to address the issue of multiple decisionmakers and stakeholders in the decision-making process, (4) using the conditional expected value of extreme events to complement and supplement the expected value in quantifying risk, and (5) assessing the impacts of multistage decisions. Numerical examples based on ex post data are formulated to illustrate applications to various problems. The resulting framework from this study can serve as a general baseline model for assessing and managing risks of natural disasters, which the Philippines' lead agency-the National Disaster Coordinating Council (NDCC)-and other related organizations can use for their decision-making processes.     

The State of the Field in UK Management Research: Reflections of the Research Assessment Exercise (RAE) Panel

This paper reviews the state of the field of the sub-disciplines within UK management research, based upon the submissions of 94 UK higher education institutions to the Business and Management Studies Panel in the UK's 2001 Research Assessment Exercise (RAE). It offers observations on the UK model of the assessment of quality in, and funding of, research conducted in publicly funded higher education institutions.