How American Children Spend Their Time

The purpose of this article is to examine how American children under age 13 spend their time, sources of variation in time use, and associations with achievement and behavior. Data come from the 1997 Child Development Supplement to the Panel Study of Income Dynamics. The results suggest that parents' characteristics and decisions regarding marriage, family size, and employment affect the time children spend in educational, structured, and family activities, which may affect their school achievement. Learning activities such as reading for pleasure are associated with higher achievement, as is structured time spent playing sports and in social activities. Family time spent at meals and time spent sleeping are linked to fewer behavior problems, as measured by the child's score on the Behavior Problems Index. The results support common language and myth about the optimal use of time for child development.     

Rolle und Aufgaben von Coaching im Veränderungsmanagement bei McKinsey

Roles and tasks of coaching in change management at McKinsey The author describes the necessity and special challenges of coaching in change situations. Focus target group are executives in key positions as well as explicitly appointed change agents. As success-established concept she describes a succession of group coachings with parallel and following one-to-one coachings as well as peergroup coachings dealing with current challenges during the change process. Finally, the author refers to important basic conditions with the implementation of such coaching concepts, as well as on effects for consulting firms.     

Change Coaching in Gro?unternehmen

The author describes current practices of Change Coaching in DAX-30 companies and enterprises of comparable size. Three critical success factors provide orientation about how to professionally establish Change Coaching and how to lead change projects to long-term success.     

Parent–child negative emotion reciprocity and children's school success: An emotion‐attention process model

Research has demonstrated that emotions expressed in parent–child relationships are associated with children's school success. Yet the types of emotional expressions, and the mechanisms by which emotional expressions are linked with children's success in school, are unclear. In the present article, we focused on negative emotion reciprocity in parent–child interactions. Using structural equation modeling of data from 138 parent to child dyads [children's mean age at Time 1 (T1) was 13.44 years, SD = 1.16], we tested children's negative emotionality (CNE) at T1 and low attention focusing (LAF) at Time 2 (T2) as sequential mediators in the relation between parent and child negative emotion reciprocity at T1 and children's grade point average (GPA) and inhibitory control at T2. Our findings supported an emotion‐attention process model: parent–child negative emotion reciprocity at T1 predicted CNE at T1, which predicted children's LAF at T2, which was, in turn, related to low inhibitory control at T2. Findings regarding children's GPA were less conclusive but did suggest an overall association of negative reciprocity and the two mediators with children's GPA. Our findings are discussed in terms of emotion regulation processes in children from negatively reciprocating dyads, and the effects of these processes on children's ability to obtain and use skills needed for success in school.     

Changes in children’s time with parents: A correction

This article provides corrected estimates of the weekly time that 3- to 12-year-old children spent either directly engaged with their parents or with their parents accessible to them in 1997, replicating the figures presented in the original 2001 Demography article. The data come from the 1997 Child Development Supplement to the Panel Study of Income Dynamics. The results show a considerably greater increase in children's total time in 1997 with mothers, fathers, or either parent than was shown in the original article. Some alternative estimates, likely reasons for the larger change, and the implications are discussed.     

What do we know about drug-endangered children when they are first placed into care?

Although the methamphetamine epidemic in the United States has caught the attention of law enforcement and the media, the needs of the children living in so-called "meth homes" have not yet been addressed. These children are endangered from not only the chemicals involved, but also parental abuse and/or neglect. Little is known, however, about how drug-endangered children are faring. This article summarizes the levels of health and well-being of drug-endangered children at the time they were removed from meth homes. Differences between children whose parents use meth and whose parents use other drugs are noted. Overall, the subjects are a highly traumatized, troubled, developmentally delayed group of very young children.     

‘My grandchild has a disability’: Impact on grandparenting identity, roles and relationships

Being a grandparent is an important and valued role for many older adults, who often have strong views about the type of grandparent they will be and what they will teach their grandchild. When their grandchild has a disability, grandparents may have to significantly adjust their expectations and interactions. This research explores if and how having a grandchild with a disability influences grandparents' sense of identity and enactment of the grandparent role. Using qualitative purposive sampling, semi-structured interviews were conducted with 22 grandparents of children with an intellectual and/or physical disability residing in Brisbane, Australia. A thematic analysis identified three key themes characterising grandparent's views: formation of grandparenting identity, styles of grandparenting, and role enactment. The results highlight the critical role of grandparents when a child has a disability, illustrating that the grandparenting experience and role enactment may be universal with only the context and delivery varying.     

Managing Supply Risk for Vertically Differentiated Co‐Products

The manufacturing complexity of many high‐tech products results in a substantial variation in the quality of the units produced. After manufacturing, the units are classified into vertically differentiated products. These products are typically obtained in uncontrollable fractions, leading to mismatches between their demand and supply. We focus on product stockouts due to the supply–demand mismatches. Existing literature suggests that when faced with product stockouts, firms should satisfy all unmet demand of a low‐end product by downgrading excess units of a high‐end product (downward substitution). However, this policy may be suboptimal if it is likely that low‐end customers will substitute with a higher quality product and pay the higher price (upward substitution). In this study, we investigate whether and how much downward substitution firms should perform. We also investigate whether and how much low‐end inventory firms should withhold to strategically divert some low‐end demand to the high‐end product. We first establish the existence of regions of co‐production technology and willingness of customers to substitute upward where firms adopt different substitution/withholding strategies. Then, we develop a managerial framework to determine the optimal selling strategy during the life cycle of technology products as profit margins shrink, manufacturing technology improves, and more capacity becomes available. Consistent trends exist for exogenous and endogenous prices.