Distributed Ship Service Systems Architecture in The Early Stages of Designing Physically Large and Complex Vessels: The Submarine Case

In the initial sizing of complex vessels, where recourse to type ship design can be overly restrictive, one crucial set of design features has traditionally been poorly addressed. This is the estimation of the weight and space demands of the various Distributed Ship Services Systems (DS3), which include different types of commodity services beyond those primarily associated with the ship propulsion system. In general, naval vessels are typified by extensive and densely engineered DS3, with the modern naval submarine being at the extreme of dense outfitting. Despite this, the ability for the concept designer to consider the impact of different configurations for the DS3 arrangements has not been readily addressed in concept design. This paper describes ongoing work at University College London (UCL) to develop a novel DS3 synthesis approach utilising computer tools, such as Paramarine™, MATLAB®, and CPLEX®, which provide the concept designer with a quantitative network-based evaluation to enable DS3 space and weight inputs early in the design process. The results of applying the approach to a conventional submarine case study indicate quantitative insights into early DS3 sizing can be obtained. The paper concludes with likely developments in concluding the research study.

Definition, Abstraction, Postulation, and Magic

In recent work, Kit Fine proposes a new approach to the philosophy of mathematics, which he calls procedural postulationism: the postulates from which a mathematical theory is derived are imperatival, rather than indicative, in character. According to procedural postulationism, what is postulated in mathematics are not propositions true in a given mathematical domain, but rather procedures for the construction of that domain. Fine claims some very significant advantages for procedural postulationism over other approaches. This chapter raises some questions for the view and its promised advantages. One crucial set of questions concerns how exactly the commands of procedural postulationism are to be understood. And in particular, how literally are we to take talk of construction?

Ain’t Nothin’ in Them Books

The first of a three-chapter sequence exploring “cultural division in a capitalist society,” chapter 5 addresses the question--raised by the previous chapter on the back-to-the-land movement--of why some adults in eastern Kentucky are highly literate and book educated, while most are not. Drawing upon ethnographic fieldwork, the chapter argues that many people experience a kind of “make-believe,” lecture-based schooling that renders them disinterested in reading and book-based learning. Some are raised in literate households, which may offset the limitations of the classroom; most, however, grow up in households with limited literacy and have little opportunity to access this crucial set of educational resources. The chapter recognizes the worth of practical skills and knowledge, while also discussing the real impacts of pedagogical dispossession.

Early childhood teachers’ socialization of children’s emotional competence

Purpose Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue. Design/methodology/approach Participants included 80 teachers and 312 preschoolers experiencing either little economic difficulty or socioeconomic risk. Children’s emotionally negative/dysregulated, emotionally regulated/productive and emotionally positive/prosocial behaviors were observed, and their emotion knowledge was assessed in Fall and Spring. Teachers’ emotions and supportive, nonsupportive and positively emotionally responsive reactions to children’s emotions were observed during Winter. Hierarchical linear models used teacher emotions or teacher reactions, risk and their interactions as predictors, controlling for child age, gender and premeasures. Findings Some results resembled those parents’: positive emotional environments supported children’s emotion knowledge; lack of nonsupportive reactions facilitated positivity/prosociality. Others were unique to preschool classroom environments (e.g. teachers’ anger contributed to children’s emotion regulation/productive involvement; nonsupportiveness predicted less emotional negativity/dysregulation). Finally, several were specific to children experiencing socioeconomic risk: supportive and nonsupportive reactions, as well as tender emotions, had unique, but culturally/contextually explainable, meanings in their classrooms. Research limitations/implications Applications to teacher professional development, and both limitations and suggestions for future research are considered. Originality/value This study is among the first to examine how teachers contribute to the development of preschoolers’ emotional competence, a crucial set of skills for life success.

Introduction

This chapter argues that fashion and beauty are a crucial set of narratives and practices that map forms of Asian modernity. This introduction lays out the three analytics through which we understand this phenomenon: time, creativity, and labor. “Time of Asia” suggests that fashion and beauty are the quotidian markers influenced by, experienced through, and produced in the temporalities induced by Asia’s recent history. In contrast to the “Johnny-come-lately” stories told about Asia, this introduction foregrounds the new alliances, affiliation, desires, and demands forged within East and Southeast Asia. Moreover, fashion and beauty products that have emerged out of Asia within the last two decades are the result of large ecologies of shared resources and knowledge, interconnected across the region. As such, this introduction argues that creativity in fashion and beauty is not the product of an individual genius but is understood as a collective affair. Finally, this introduction attends to fashion and beauty in its innumerable material and immaterial forms, beyond characterizations of Asians and Asian diasporic subjects as simply laborers or consumers.

Boys’ Verbal Play

This chapter presents a select, but crucial, set of examples of boys at verbal play. Third grade boys play the “dozens,” fifth and sixth grade boys display joke telling abilities, and a young man of fourteen skillfully coordinates a babysitting group at St. Joan of Arc Catholic Church Bingo. “Dozens” are fast and crude; jokes are a test of verbal competence (and are crude). They consist of patterned set pieces exploring sex, marriage, scatology, silly plays on words, i.e. much the same foolishness adults joke about. Gregory, the head of babysitting at St. Joan of Arc Bingo, employed humor and verbal acuity in order to control his young charges. He was adept at both Standard English and Black English vernacular and exhibited poise, a range of language abilities, and leadership qualities. Boys’ verbal play demonstrated the conservative element of schoolyard genres. “Dozens” have been collected since 1939, some of the jokes are re-cycled from the 1950s.

Whole

This chapter takes its lead from the long traditions of thought that seek to link aesthetic, philosophical, and political domains by way of the bounded whole. It explores the claim that aesthetic objects share the formal property of unity with exclusive political communities and grounding philosophical concepts, but along the way, it poses a question that is not familiar in this tradition, a question about the affordances of bounded wholes. Most critics have attended to one crucial set of affordances, focusing their attention on the fact that totalities exclude and imprison. In the process, they have not stopped to ask whether they might lay claim to other, more progressive affordances as well. Paying attention to the full range of affordances of literary and political wholes will challenge the assumption that all totalities must be disrupted or broken. In fact, we cannot do without bounded wholes: their power to hold things together is what makes some of the most valuable kinds of political action possible at all.

Social Revolution or Political Takeover?

In 1995 the Peronist party held the Argentine presidency, a comfortable majority in both congressional chambers, and most provincial governorships and municipalities. In 2013 the political landscape looked exactly the same. However, between 2001 and 2002 the country arguably went through its most serious crisis ever, which led to massive popular uprisings, the early resignation of two presidents, and the largest debt default in international history. The political collapse did not, however, constitute a spontaneous or definite rupture with the past. Instead, the social revolt detonated in December 2001 was not only temporally and territorially limited but also politically nurtured and institutionally bounded. Conventional explanations have tended to overlook a crucial set of actors that was neither marching in the streets nor voting in the Congress. These actors were subnational power holders and they were Peronist, and their participation explains how the protest began, how the crisis unfolded, and how it was resolved. En 1995, el partido peronista ocupaba la presidencia de la Argentina y gozaba de amplia mayoría en ambas cámaras, así como en las gobernaciones y municipios. En 2013, el panorama político lucía exactamente igual. Sin embargo, entre 2001 y 2002 el país sufrió una de las crisis más graves de su historia, que desembocó en levantamientos populares masivos, la renuncia anticipada de dos presidentes y el mayor incumplimiento de pago de una deuda soberana en la historia. El colapso político, sin embargo, no constituyó una ruptura espontánea ni definitiva con el pasado sino un acontecimiento que, además de temporal y territorialmente acotado, fue alimentado políticamente y digerido institucionalmente. Las explicaciones convencionales han pasado por alto a un conjunto de actores que no marchaba en las calles ni votaba en el Congreso. Estos actores tenían dos características: eran autoridades subnacionales y eran peronistas. Su participación explica el inicio de la protesta social, el desarrollo de la crisis y su resolución.

When Do Votes Count?

The effects of electoral systems have been tested recently in Africa, raising several questions: Are the systematic effects of electoral rules the same across regime types? Does the conduct of elections affect the process of strategic coordination between voters and parties? The literature to date has not considered these issues and also analyzes elections in settings where a crucial set of its assumptions are clearly violated. The authors argue that the mechanism of strategic coordination only operates in democracies that hold free and fair elections, and they exhibit the ways it is violated outside of this domain. They compile a new data set on sub-Saharan African elections and show that the interaction of electoral rules and ethnopolitical cleavages predicts the number of parties only in democratic settings, failing to produce substantive effects in nondemocratic ones.