On Resilient Behaviors in Computational Systems and Environments

The present article introduces a reference framework for discussing resilience of computational systems. Rather than a property that may or may not be exhibited by a system, resilience is interpreted here as the emerging result of a dynamic process. Said process represents the dynamic interplay between the behaviors exercised by a system and those of the environment it is set to operate in. As a result of this interpretation, coherent definitions of several aspects of resilience can be derived and proposed, including elasticity, change tolerance, and antifragility. Definitions are also provided for measures of the risk of unresilience as well as for the optimal match of a given resilient design with respect to the current environmental conditions. Finally, a resilience strategy based on our model is exemplified through a simple scenario.Comment: The final publication is available at Springer via http://dx.doi.org/10.1007/s40860-015-0002-6 The paper considerably extends the results of two conference papers that are available at http://ow.ly/KWfkj and http://ow.ly/KWfgO. Text and formalism in those papers has been used or adapted in the herewith submitted pape

Academic achievement : the role of praise in motivating students

The motivation of students is an important issue in higher education, particularly in the context of the increasing diversity of student populations. A social-cognitive perspective assumes motivation to be dynamic, context-sensitive and changeable, thereby rendering it to be a much more differentiated construct than previously understood. This complexity may be perplexing to tutors who are keen to develop applications to improve academic achievement. One application that is within the control of the tutor, at least to some extent, is the use of praise. Using psychological literature the article argues that in motivating students, the tutor is not well served by relying on simplistic and common sense understandings of the construct of praise and that effective applications of praise are mediated by students' goal orientations, which of themselves may be either additive or interactive composites of different objectives and different contexts

Emotional Resilience in Early Childhood

To test whether the development of emotional resilience is a function of sensitive caregiving and child negative affect, we tested the joint contributions of 7-month maternal sensitivity and infant negative affect to the prediction of 33-month emotional resilience across the first 3 years of life. The aims of this study were to examine whether maternal sensitivity and infant negative affect predict long-term emotional resilience and whether this was associated with preschool behavior problems. Using a sample of 181 mother–infant dyads, we found that ( a ) maternal sensitivity at 7 months, but not infant negative affect, longitudinally predicted emotional resilience during preschool and ( b ) emotional resilience was negatively associated with anxiety/depression in preschool.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/73467/1/annals.1376.033.pd

Adolescent Propensity to Engage in Health Risky Behaviors: The Role of Individual Resilience

In this paper we create indices of resilience to identify adolescents at risk of smoking, drinking alcohol, and using illegal drugs. Using data from the National Longitudinal Study of Adolescent Health, three manifestations of resilience were identified: overall-resilience, self/family-resilience, and self-resilience. Our analysis reveals that the overall-resilient were less likely to engage in risky behaviors. The self/family resilient were more likely to engage in risky behaviors, but consumed less. The self-resilient had reduced risk for smoking and drinking alcohol but elevated risk for using illegal drugs and being in an addictive stage of smoking and drinking, if participating

Translation and Community in the work of Elizabeth Cary

Explores the role of female community within Elizabeth Cary\u27s translations and her play, The Tragedy of Mariam

Vertical integration and firm boundaries : the evidence

Since Ronald H. Coase's (1937) seminal paper, a rich set of theories has been developed that deal with firm boundaries in vertical or input–output structures. In the last twenty-five years, empirical evidence that can shed light on those theories also has been accumulating. We review the findings of empirical studies that have addressed two main interrelated questions: First, what types of transactions are best brought within the firm and, second, what are the consequences of vertical integration decisions for economic outcomes such as prices, quantities, investment, and profits. Throughout, we highlight areas of potential cross-fertilization and promising areas for future work

The role of pre-school quality in promoting resilience in the cognitive development of young children

The study reported here investigates the role of pre-school education as a protective factor in the development of children who are at risk due to environmental and individual factors. This investigation builds upon earlier research by examining different kinds of 'quality' in early education and tests the hypothesis that pre-schools of high quality can moderate the impacts of risks upon cognitive development. Cognitive development was measured in 2857 English pre-schoolers at 36 and 58 months of age, together with 22 individual risks to children's development, and assessments were made of the quality of their pre-school provision. Multilevel Structural Equation Modelling revealed that: the global quality of pre-school can moderate the effects of familial risk (such as poverty); the relationships between staff and children can moderate the effects of child level risk (such as low birth weight); and the specific quality of curricular provision can moderate the effects of both. Policy makers need to take quality into account in their efforts to promote resilience in young 'at risk' children through early childhood services

Innovator resilience potential: A process perspective of individual resilience as influenced by innovation project termination

Innovation projects fail at an astonishing rate. Yet, the negative effects of innovation project failures on the team members of these projects have been largely neglected in research streams that deal with innovation project failures. After such setbacks, it is vital to maintain or even strengthen project members’ innovative capabilities for subsequent innovation projects. For this, the concept of resilience, i.e. project members’ potential to positively adjust (or even grow) after a setback such as an innovation project failure, is fundamental. We develop the second-order construct of innovator resilience potential, which consists of six components – self-efficacy, outcome expectancy, optimism, hope, self-esteem, and risk propensity – that are important for project members’ potential of innovative functioning in innovation projects subsequent to a failure. We illustrate our theoretical findings by means of a qualitative study of a terminated large-scale innovation project, and derive implications for research and management