Disobedient markets : street vendors, enforcement, and state intervention in collective action

Under what conditions do informal workers organize? Contrary to conventional wisdom, informal workers organize in nearly every major city on every continent and officials often encourage them to do so. I demonstrate that under certain conditions, governments offer private benefits to informal workers who organize self-regulating associations, which solves the workers' collective action problem. This leads to another puzzle: why do governments pay people to organize, especially people who routinely violate the law? I argue that where the state cannot stop violators, it may prefer to pay violators to organize a self-regulating group rather than enforce the law itself. The state can then bargain over legalization, regulation, and enforcement with a representative group. The project challenges assumptions about collective action in marginalized communities and offers a new theory of collective action where informal workers interact strategically with the state. I argue that where enforcement is costly, states may take an active role in encouraging potential violators to organize and, once organized, regulate themselves. Recent work on the politics of enforcement demonstrates that governments reap political benefits by not enforcing laws against poor citizens in informal work and housing. However, foregoing enforcement can create additional political, public health, and material costs. I extend this work by using enforcement costs to explain why informal workers organize. I suggest that where governments successfully encourage potential violators to organize, governments keep the political benefits of forgoing enforcement while civil society organizations assume partial responsibility for enforcement. My fieldwork included 14 months in Bolivia and Brazil working as a street vendor, gathering 92 interviews, and administering two surveys. Chapter 1 of the project develops the puzzle---why do informal workers organize, given barriers to collective action---in the context of current research. Chapter 2 presents the theory and then formalizes it in a game theoretic model of collective action. Chapter 3 justifies the model's assumptions and demonstrates how its dynamics work in an ethnography of street vendor organizations and their interactions with the city government in La Paz, Bolivia. Chapter 4 illustrates how the model explains variation across people and places by comparing street vendors in La Paz to their counterparts in the neighboring city of El Alto. I then compare the highly organized street vendors in La Paz to the sparsely organized vendors in São Paulo, Brazil. Chapter 5 tests the theory on out-of-sample data: 26,304 self-employed respondents in 17 countries from the Latin American Public Opinion Project. I analyze the data with logistic regressions and then move to a nonparametric machine learning framework to address concerns about identifying assumptions. I find similar patterns in different types of data across different analytic frameworks, lending support to the theory.Governmen

Repression and international conflict

textScholars suspect that violence at home is linked to violence abroad but few studies theorize or test any relationship between them. Under what conditions does repression lead to international conflict? I extend the logic of why leaders repress to suggest that repression can alter states' power internationally. I argue that leaders can repress to prepare for a possible international conflict, but the act of repressing alters their international bargaining power through a signaling mechanism. The argument implies that governments continue to use repression because it can increase their power vis-a-vis both domestic and international opponents. With a global dataset on torture, death, disappearance, arbitrary arrests and international conflict, I find that--even after controlling for regime type, civil war, and military capabilities--states that repress are more likely to initiate conflict the following year than states that respect basic human rights. Simultaneously, engaging in extreme repression virtually guarantees that no state will target the repressor.Governmen

Christophe Charle, dir., Le temps des capitales culturelles XVIIIe-XXe siècles.

Cet ouvrage collectif, rassemblant les contributions des spécialistes de littérature, d’histoire, d’histoire des sciences, d’histoire des arts et de la musique, propose de comprendre la dynamique du passage de la culture d’élite à une culture de plus en plus démocratique grâce à l’observation des capitales culturelles anciennes et dominantes que sont Londres, Rome et Paris. Trois thématiques transversales peuvent être suivies tout au long des neuf chapitres de ce recueil : les transferts, les..

Gender differences in the use of cardiovascular interventions in HIV-positive persons; the D:A:D Study

Peer reviewe

Forms and stakes of the relationship between parents and teachers : ethnography of a public primary school in the outer suburbs of Bordeaux

Plusieurs travaux récents ont montré que l’implication des parents dans la scolarité de leur enfant accroît la probabilité que celui-ci puisse progresser d’une manière optimale tant dans le domaine des apprentissages qu’au point de vue des attitudes. Cependant même si l’institution tend à renforcer les relations parents-enseignants, tous n’accèdent pas de la même façon aux situations de communication et aux instances de la vie scolaire. Il en résulte une tension tout à fait perceptible au sein de la communauté éducative. Elle s’observe à la fois entre les acteurs de l’institution scolaire eux-mêmes (enseignants et autres membres de l’équipe éducative) et entre ceux-ci et les parents d’élèves ou leurs représentants. Cette thèse adopte une démarche de type ethnographique en immersion dans le milieu de recherche (une école primaire et une école maternelle), pour montrer l’interdépendance des relations parents-enseignants et les enjeux qui y sont attachés. Elle s’appuie sur des observations réalisées in vivo, des entretiens de recherche menés auprès des enseignants et des parents, l’étude et le suivi des parcours des élèves, pour étudier la construction sociale et scolaire des relations parents-enseignants et pour mesurer les effets de l’implication parentale sur l’adaptation scolaire des élèves, en prenant plus particulièrement en compte le niveau d’étude des parents et leur appartenance sociale. Outre les différences quant à la nature et la qualité des relations parents-enseignants, elle souligne les liens entre l’implication des parents et l’adaptation des élèves.Several recent studies showed that parents' involvement in their children schooling increases the likelihood that children can progress in optimal way in the field of learning and in the point of view of attitudes. However, even if the institution tends to strengthen the relationships between parents and teachers, both of them do not reach the same communication situations and the instances of school life. As a result, a quite noticeable tension takes place within the educational community. This tension was observed between the actors of the school themselves (teachers and other members of the educational team) and the parents or their representatives. This thesis adopts an approach of ethnographic immersion in the research environment (primary school and kindergarten) to show the interdependence of relationships between parents and teachers and the related stakes. It is based on the observations made in vivo, and the research interviews conducted between teachers and parents, the study on continuation of the students' achievements in order to study the social and scholar construction of the relationships between parents and teachers and to assess the effects of parents involvement in scholar adaptation of students, taking a particular account the parents educational level and their social status. In addition to the differences in the nature and quality of parents-teachers relations, the thesis highlights the relationship between the parental involvement and students adaptation

Forms and stakes of the relationship between parents and teachers : ethnography of a public primary school in the outer suburbs of Bordeaux

Plusieurs travaux récents ont montré que l’implication des parents dans la scolarité de leur enfant accroît la probabilité que celui-ci puisse progresser d’une manière optimale tant dans le domaine des apprentissages qu’au point de vue des attitudes. Cependant même si l’institution tend à renforcer les relations parents-enseignants, tous n’accèdent pas de la même façon aux situations de communication et aux instances de la vie scolaire. Il en résulte une tension tout à fait perceptible au sein de la communauté éducative. Elle s’observe à la fois entre les acteurs de l’institution scolaire eux-mêmes (enseignants et autres membres de l’équipe éducative) et entre ceux-ci et les parents d’élèves ou leurs représentants. Cette thèse adopte une démarche de type ethnographique en immersion dans le milieu de recherche (une école primaire et une école maternelle), pour montrer l’interdépendance des relations parents-enseignants et les enjeux qui y sont attachés. Elle s’appuie sur des observations réalisées in vivo, des entretiens de recherche menés auprès des enseignants et des parents, l’étude et le suivi des parcours des élèves, pour étudier la construction sociale et scolaire des relations parents-enseignants et pour mesurer les effets de l’implication parentale sur l’adaptation scolaire des élèves, en prenant plus particulièrement en compte le niveau d’étude des parents et leur appartenance sociale. Outre les différences quant à la nature et la qualité des relations parents-enseignants, elle souligne les liens entre l’implication des parents et l’adaptation des élèves.Several recent studies showed that parents' involvement in their children schooling increases the likelihood that children can progress in optimal way in the field of learning and in the point of view of attitudes. However, even if the institution tends to strengthen the relationships between parents and teachers, both of them do not reach the same communication situations and the instances of school life. As a result, a quite noticeable tension takes place within the educational community. This tension was observed between the actors of the school themselves (teachers and other members of the educational team) and the parents or their representatives. This thesis adopts an approach of ethnographic immersion in the research environment (primary school and kindergarten) to show the interdependence of relationships between parents and teachers and the related stakes. It is based on the observations made in vivo, and the research interviews conducted between teachers and parents, the study on continuation of the students' achievements in order to study the social and scholar construction of the relationships between parents and teachers and to assess the effects of parents involvement in scholar adaptation of students, taking a particular account the parents educational level and their social status. In addition to the differences in the nature and quality of parents-teachers relations, the thesis highlights the relationship between the parental involvement and students adaptation

Dispositif communicationnel, imaginaire transfrontalier et événement culturel : le cas de "Luxembourg et Grande Région Capitale européenne de la culture 2007"

The globalisation process brings about emerging territories which free themselves from the state or regional policies. The way these territories put on a performance, create themselves an image is essential as much for their legitimacy towards the populations as for the media coverage of their actions. The Greater Region, a cooperation space initiated by Europe, is a cosmopolitan territory looking for identity which, through the event called “Luxembourg and the Greater Region European culture capital 2007” tried to build itself, think itself and structure itself with a strategic identity aiming at an “identity victory”. This strategy had led to a series of coordinated actions whose aim was to create a common cultural policy of a cross-border emerging territory whose stakes, procedures and long-term effects are the object of study. From the enrolling of the network by central political authorities to the differentiated mobilizing of the entities of the Greater Region, including the analysis of the imagined cross-border cultural audiences and externalizing the settlement of the communicational package towards the communication agencies, we apprehend the integration of alterity in a common project through its communicational presence by analyzing the controversies inside this network. The study of how to make the event “Luxembourg and the Greater Region European culture capital 2007” durable through the structure called Cultural Space Greater Region enables to understand how interaction contexts stabilize and to think about the new approaches to the integration of alterity in a common project by using the notion of “coopetition”. At a time when the conception of alterity and its integration inside collective imagination are vital stakes, this analysis offers to understand the actions of identity co-building inside a territory marked by physical and imagined borders and by power struggles which derive from it.Le processus de mondialisation crée dans son sillage des territoires émergents s’affranchissant des politiques étatiques et régionales. La manière dont ces territoires se mettent en scène, se créent une image, est primordiale tant pour leur légitimité auprès des populations que pour la médiatisation de leurs actions. La Grande Région, espace de coopération d’initiative européenne, est un territoire cosmopolite en quête d’identité qui à travers l’événement «Luxembourg et Grande Région Capitale européenne de la culture 2007» a cherché à se construire, se penser, et se structurer au moyen d’une identité stratégique visant une «victoire identitaire». Cette stratégie a produit un ensemble d’actions coordonnées en vue de créer une politique culturelle commune d’un territoire émergent transfrontalier dont les enjeux, les procédures et les effets sur le long terme sont l’objet de la recherche. De l’enrôlement du réseau par les instances politiques centrales à la mobilisation différenciée des entités de la Grande Région, en passant par l’analyse des publics culturels transfrontaliers imaginés et l’externalisation de la mise en œuvre du dispositif communicationnel auprès des agences de conseil en communication, nous appréhendons l’intégration de l’altérité dans un projet commun à travers son dispositif communicationnel grâce à l’analyse des controverses nées au sein du réseau. L’étude de la pérennisation de l’événement «Luxembourg et Grande Région capitale européenne de la culture 2007», à travers la structure Espace Culturel Grande Région, permet de saisir la stabilisation des contextes d’interactions et de mener une réflexion sur les nouvelles approches d’intégration de l’altérité dans un projet commun au prisme de la notion de «coopétition». À l’heure où la conception de l’altérité et son intégration au sein d’imaginaires collectifs sont des enjeux primordiaux, cette analyse propose de comprendre les actions de co-construction identitaires au sein d’un territoire marqué par des frontières physiques et imaginées et les rapports de force qui en découlent

Estudio comparativo del valor nutritivo de forrajes verdes, henos, ensilajes y concentrados determinados in vivo e in vitro

Bib