University‐Industry Relations at the Technological University of Compiègne

The system of university‐industry relations of the Technological University of Compiègne (UTC) is described. Since the founding of this institution in 1972, its provision of know‐how, services, and goods to the surrounding community has evolved into a very structured system. Representatives of the business community hold membership in all the decision‐making bodies of the University. Some of its components have formed a Law‐of‐1901 ‐type organization and others, a limited liability company, to provide services on either a non‐profit or a profit basis. The whole university and its components have formed the UTC Group. The result is described as a very successful symbiosis of a public institution and privatized components.     

Algebraic query optimization for distributed top-k queries

Distributed top-k query processing is increasingly becoming an essential functionality in a large number of emerging application classes. This paper addresses the efficient algebraic optimization of top-k queries in wide-area distributed data repositories where the index lists for the attribute values (or text terms) of a query are distributed across a number of data peers and the computational costs include network latency, bandwidth consumption, and local peer work. We use a dynamic programming approach to find the optimal execution plan using compact data synopses for selectivity estimation that is the basis for our cost model. The optimized query is executed in a hierarchical way involving a small and fixed number of communication phases. We have performed experiments on real web data that show the benefits of distributed top-k query optimization both in network resource consumption and query response time.     

Introduction to the reports of the work groups

I should like, in a few words, to introduce the philosophy and the general economics of this SEFI Conference and to offer you a few personal reflections on the choice of subjects for the work groups.     

Delineating complex scientific fields by an hybrid lexical-citation method: An application to nanosciences

Relevance of bibliometric indicators on scientific areas critically depends on the quality of their delineation. Macro-level studies, often based on a selected list of journals, accept a high degree of fuzziness. Micro-level studies rely on sets of individual articles in order to reduce noise and enhance precision of retrieval. The most usual information retrieval process is based on lexical queries with various levels of sophistication. In the experiment on Nanosciences reported here, this process was used as a first step, to delineate a ‘seed’ of literature. It has strong limitations, especially for emerging or transversal fields. In a second step, the alternative approach of citation linkages, was used to expand the bibliography starting from lexical seed. The extension process presented is ruled by three parameters, two deal with the cited side (threshold on citation score, and specificity towards the field), one with the citing side (threshold on the number of relevant references) interplaying in the ‘referencing structure’ function (RSF) introduced in a previous work. This type of combination proves effective for delineating the transversal field of Nanosciences. Further improvements of the method are discussed.     

Gene-environment processes linking aggression, peer victimization, and the teacher-child relationship

Aggressive behavior in middle childhood is at least partly explained by genetic factors. Nevertheless, estimations of simple effects ignore possible gene-environment interactions (G × E) or gene-environment correlations (rGE) in the etiology of aggression. The present study aimed to simultaneously test for G × E and rGE processes between aggression, on the one hand, and peer victimization and the teacher-child relationship in school, on the other hand. The sample comprised 124 MZ pairs and 93 DZ pairs assessed in Grade 1 (mean age = 84.7 months). Consistent with rGE, children with a presumed genetic disposition for aggression were at an increased risk of peer victimization, whereas in line with G × E, a positive relationship with the teacher mitigated the genetically mediated expression of aggression.     

Early Nonparental Care and Social Behavior in Elementary School: Support for a Social Group Adaptation Hypothesis

This study examined the contribution of nonparental child‐care services received during the preschool years to the development of social behavior between kindergarten and the end of elementary school with a birth cohort from Québec, Canada (N = 1,544). Mothers reported on the use of child‐care services, while elementary school teachers rated children's shyness, social withdrawal, prosociality, opposition, and aggression. Children who received nonparental child‐care services were less shy, less socially withdrawn, more oppositional, and more aggressive at school entry (age 6 years). However, these differences disappeared during elementary school as children who received exclusive parental care caught up with those who received nonparental care services. This “catch‐up” effect from the perspective of children's adaptation to the social group is discussed.     

Equality of Opportunities,Divergent Conceptualisations and their Implications for Early Childhood Care and Education Policies

This article aims to explore the relations between equality of opportunity and early childhood. By referring to the work of contemporary philosophers, i.e. Rawls, Sen, Dworkin, Cohen and Roemer, we argue for different possible interpretations, based on political discussions, concerning how to operationalize equality of opportunities. We represent these diverging options on a continuum, ranging from Responsibility‐oriented Equality of Opportunity (REOp) and Circumstances‐oriented Equality of Opportunity (CEOp). We then analyse how early childhood care and education policies can be constructed in relation to these conceptualisations and argue that the CEOp is a more plausible interpretative framework to operationalize equality of opportunity in early childhood.