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.     

Estimation from Zero-Failure Data

When performing quantitative (or probabilistic) risk assessments, it is often the case that data for many of the potential events in question are sparse or nonexistent. Some of these events may be well-represented by the binomial probability distribution. In this paper, a model for predicting the binomial failure probability, P , from data that include no failures is examined. A review of the literature indicates that the use of this model is currently limited to risk analysis of energetic initiation in the explosives testing field. The basis for the model is discussed, and the behavior of the model relative to other models developed for the same purpose is investigated. It is found that the qualitative behavior of the model is very similar to that of the other models, and for larger values of n (the number of trials), the predicted P values varied by a factor of about eight among the five models examined. Analysis revealed that the estimator is nearly identical to the median of a Bayesian posterior distribution, derived using a uniform prior. An explanation of the application of the estimator in explosives testing is provided, and comments are offered regarding the use of the estimator versus other possible techniques.     

Strategic learning with scenarios

Since the oil shocks upset the business world in the 1970s, the use of multiple scenario analysis has been increasingly propagated as an approach to deal effectively with the many long-run uncertainties that surround business organisations. Since its introduction, the scenario approach has undergone some considerable changes and it is now claimed fulfils a diverse range of functions. Newly-added functions include the stretching of managers' mental models and the triggering and acceleration of processes of organisational learning. Although these functions currently get most of the attention in academic and management journals in recent years, a satisfying explanation of how scenarios fulfil these functions is still missing in the scenario literature. The scenario methodology seems to tell only part of the story suggesting that construing and using scenarios ‘simply’ consists of sequentially completing several distinct phases. If multiple scenario analysis really is able to fulfil the wide range of functions ascribed to it another, more dynamic process has to be hidden behind the rather static phase model. The scenario literature does not give any insight into this latter process. This article aims to increase the understanding of multiple scenario analysis by unravelling some of the mysteries surrounding it. For this purpose, the role of scenarios in strategic management is studied from a cognitive perspective. It appears that scenarios can deal effectively with several bottlenecks that potentially hinder organisational learning on a strategic level in organisations.     

Data relaying with constraints in hierarchical sensor networks

In this paper we present and discuss several optimisation problems that arise in the management of data flow in wireless sensor networks (WSNets). We consider a hierarchical architecture for WSNets composed of sensors, relays, and relay gateways. Sensors send data they generate at a known average bit rate to relays in one hop. The relay nodes use a multi-hop mechanism to reach a set of assigned gateways which then forward the data directly to the base station. We are concerned with finding an assignment of relay gateways to relays so that certain constraints are satisfied. We define a unified model in which constraints such as lifetime, data delay, and data flow splitting are formulated in terms of four optimisation problem in graphs.     

Strategic Alliance Outcomes: a Transaction‐Cost Economics Perspective

Empirical research on strategic alliances has been limited because previous studies examined alliance outcomes, and the factors associated with them, from a single partner in a manufacturing alliance. Furthermore, many of these studies have been done from a transaction cost perspective and researchers have inferred opportunistic behavior, rather than directly measuring it and observing its actual relationship with alliance performance. Building on previous transaction cost theory and research, this study seeks to address these gaps by analyzing factors associated with both opportunistic behavior and alliance performance within a major service sector, namely the US healthcare industry. After controlling for asset specificity and alliance age, we found that partner trustworthiness and contractual safeguards were negatively related to opportunistic behavior. Furthermore, opportunistic behavior was negatively related to alliance performance, as hypothesized. Interestingly, mutual equity investments were found to be unrelated to opportunistic behavior, counter to transaction‐cost logic. These findings refine and extend the transaction‐cost economics perspective regarding our understanding of strategic alliance behavior and outcomes, and offer executives in service‐based industries some practical ideas for assuring favorable strategic alliance outcomes.     

Social Loafing: A Field Investigation

Social loafing was investigated by testing a multilevel model among 23 intact work groups comprised of 168 employees representing two organizations. Results demonstrated that as hypothesized at the individual level, increases in task interdependence and decreases in task visibility and distributive justice were associated with greater occurrence of social loafing. At the group level, increased group size and decreased cohesiveness were related to increased levels of social loafing. Of particular interest was the finding that group member perceptions of perceived coworker loafing was associated with reduced social loafing, opposite of our predictions. We suggested that this unexpected finding may provide evidence of a social compensation effect.     

Internalized Other Interviewing in Relational Therapy: Three Discursive Approaches to Understanding its Use and Outcomes

For over 20 years, family therapist Karl Tomm has been engaging families and couples with a therapeutic intervention he calls Internalized Other Interviewing (IOI). The IOI (cf. Emmerson‐Whyte, 2010; Hurley, 2006) entails interviewing clients, from the personal experiences of partners and family members as an internalized other. The IOI is based on the idea that through dialogues over time, one can internalize a sense of one's conversational partner responsiveness in reliably anticipated ways. Anyone who has thought in a conversation with a family member or partner, “Oh there s/he goes again,” or anticipates next words before they leave the other's mouth, has a sense of what we are calling an internalized other. For Tomm, the internalized anticipations partners and family members may have offers entry points into new dialogues with therapeutic potential—particularly, when their actual dialogues get stuck in dispreferred patterns.     

Comparison of Modes of Administration and Response Options in the Assessment of Subjective Health Using the First Question of SF-36

To compare two modes of administration (self-administered; by interviewer) and two response options format (using words; images of “facial-expressions”) of the first question of SF-36 (Q1SF-36), and to test its validity. We included 825 participants (20–90 years). Q1SF-36, using words or images, was included in a global questionnaire interview and at the end participants filled the SF-36. The agreement was tested by weighted kappa coefficients (WKappa). Classification Trees were used in the calibration of Q1SF-36 responses, with the physical (PDSF36) and mental dimensions of SF-36. Polyserial correlation coefficients and areas under the ROC curves (AUC) were used for validation. After categorization, using PDSF36 classification trees, the WKappa were 0.770 (self-administered vs. interviewer), 0.569 (self-administered vs. facial-expressions) and 0.566 (interviewer vs. facial-expressions). The WKappa between the PDSF36 and the modes (self-administered, interviewer and facial-expressions) were 0.784, 0.713 and 0.579 and the corresponding polyserial correlation coefficients were 0.784, 0.713 and 0.579. A good discriminatory power was found comparing the modes with the PDSF36 (AUC = 0.907, 0.923 and 0.827), but not with mental dimension (AUC = 0.538, 0.501 and 0.629). The Q1SF-36, by self-administration or interviewer, may be a valid alternative for assessment of subjective physical health, but not mental health.     

Loneliness and Adolescents’ Neural Processing of Self,Friends, and Teachers: Consequences for the School Self‐Concept

The present interdisciplinary study explored whether perceived loneliness is associated with ventromedial prefrontal cortex (vMPFC) activation during self‐ and social judgments (friends and teachers) in adolescents. Moreover, we examined how vMPFC activity is related to the academic self‐concept (ASC). Results of manifest path analysis indicated that high perceived loneliness was related to lower neural response to self‐judgments. In turn, high neural response to self‐judgments was positively associated with the ASC, whereas there was a trendwise negative association between high neural response to teacher‐related judgments and ASC. This study reveals associations between perceived loneliness and neural processing of the self, underlining the idea that feeling isolated from others may hinder self‐insight and, by extension, the formation of a stable academic self‐concept.