It is increasingly common in natural and social sciences to rely on network visualizations to explore relational datasets and illustrate findings. Such practices have been around long enough to prove that scholars find it useful to project networks in a two-dimensional space and to use their visual qualities as proxies for their topological features. Yet these practices remain based on intuition, and the foundations and limits of this type of exploration are still implicit. To fill this lack of formalization, this (...) paper offers explicit documentation for the kind of visual network analysis encouraged by force-directed layouts. Using the example of a network of Jazz performers, band and record labels extracted from Wikipedia, the paper provides guidelines on how to make networks readable and how to interpret their visual features. It discusses how the inherent ambiguity of network visualizations can be exploited for exploratory data analysis. Acknowledging that vagueness is a feature of many relational datasets in the humanities and social sciences, the paper contends that visual ambiguity, if properly interpreted, can be an asset for the analysis. Finally, we propose two attempts to distinguish the ambiguity inherited from the represented phenomenon from the distortions coming from fitting a multidimensional object in a two-dimensional space. We discuss why these attempts are only partially successful, and we propose further steps towards a metric of spatialization quality. (shrink)

Toddlerhood is characterized by rapid development in several domains, such as language, socio-emotional behavior and emerging math skills all of which are important precursors of school readiness. However, little is known about how these skills develop over time and how they may be interrelated. The current study investigates young children’s development at two time points, with about 7 months in between, assessing their language, socio-emotional and math language and numeracy skills with teacher ratings. The sample includes 577 children from 18 (...) until 36 months of age of 86 childcare classrooms. The results of the autoregressive path analyses showed moderate to strong stability of language, socio-emotional and math language and numeracy skills, although the magnitude of associations was smaller for the latter. The cross-lagged path analyses highlighted the importance of language and socio-emotional skills for development in the other domains. Differential relations were found for the autoregressive and cross-lagged paths depending on gender and age. Language skills appeared a stronger predictor of boys’ socio-emotional and math language and numeracy skill development compared to girls. Girls’ socio-emotional skills predicted growth in math. For boys, socio-emotional and math language and numeracy skills appeared to be unrelated. Language skills showed stronger relations with the development of math language and numeracy skills for younger children as compared to older children. Also, for older children math language and numeracy skills negatively predicted growth in their socio-emotional skills. The findings provide more insights in how language, math language and numeracy skills and socio-emotional skills co-develop in the early years and as such have important implications for interventions aimed to support children’s development. (shrink)

Translator's introduction : At the end of July 2014 there was a week-long workshop held at the Ecole des Mines in Paris, Bruno Latour's former work-place. This was a final workshop, convened by Latour's project, An Inquiry into Modes of Existence, which was not only a book, but a website that was an experiment in interactive metaphysics that had been going on for four years. About 30 participants gathered to workshop and rewrite some key contested areas that had been challenged (...) on the site with discussions and counter-examples. One of the round tables working away during the week, occasionally with changes in personnel, was on Nature. Their job (like the other round tables on Politics, Diplomacy, Religion and Economics) was to ‘reboot’ or reinstitute a concept close to the heart of the Moderns. The assumption was that the traditional concept of nature, as developed through modern European history, would no longer be adequate to a future beset by environmental crises. The main people working on a draft were Didier Debaise, Pablo Jensen, Pierre Montebello, Nicolas Prignot, Isabelle Stengers and Aline Wiame. When they finished the draft, I translated it and it was presented, in French and English, in a final two-day public session at Science Po, to a group of seven international scholars designated as “chargés d'affaires,” or “diplomats from the future” whose job was to assess the results of our labours in terms of how they might be met by Gaia, the ur-representative of future planetary crises. The text, originally under the title of Our “Nature,” was as follows. [Stephen Muecke]. (shrink)

Emily Carr, often called Canada’s Van Gogh, was a post-impressionist explorer, artist and writer. In _Artist Emily Carr and the Spirit of the Land_ Phyllis Marie Jensen draws on analytical psychology and the theories of feminism and social constructionism for insights into Carr’s life in the late Victorian period and early twentieth century. Presented in two parts, the book introduces Carr’s émigré English family and childhood on the "edge of nowhere" and her art education in San Francisco, London and Paris. (...) Travels in the wilderness introduced her to the totem art of the Pacific Northwest coast at a time Aboriginal art was undervalued and believed to be disappearing. Carr vowed to document it before turning to spirited landscapes of forest, sea and sky. The second part of the book presents a Jungian portrait of Carr, including typology, psychological complexes, and archetypal features of personality. An examination the individuation process and Carr’s embracement of transcendental philosophy reveals the richness of her personality and artistic genius. Artist Emily Carr and the Spirit of the Land provides captivating reading for analytical psychologists, academics and students of Jungian studies, art history, health, gender and women’s studies. (shrink)

Depuis la fin des années 1990, la « complexité » a le vent en poupe. Ce texte présente une réflexion menée à l’Institut rhône-alpin des systèmes complexes sur le rôle que peuvent avoir les instituts pour promouvoir une étude réflexive des systèmes complexes. Il s’appuie également sur une étude empirique du domaine des systèmes complexes perçu à travers le prisme d’une base d’articles de sciences dures. Nous concluons sur la nécessité de permettre la maturation de projets interdisciplinaires.Since the late 1990s, (...) the "complexity" has the wind in its sails. This paper presents a discussion conducted at the Institute Rhône-Alpes complex systems on the role that institutions may have to promote a reflexive study of complex systems. It is also based on an empirical study of the field of complex systems seen through the prism of a base articles sciences. We conclude on the need to allow the maturation of interdisciplinary projects. (shrink)

Excerpt from Die Kosmologie der Babylonier: Studien und Materialien Die vier "weltquadranten und sieben "weltzonen Das Berghaus und das Gedeihhaus (fkur und 'ara) About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, (...) such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

The Cambridge Texts in the History of Political Thought aim to make available to students the most important works in the field in affordable, readable, and unabridged editions, a goal eminently achieved in these two volumes, which have been edited and translated by a noted Rousseau scholar and teacher. Whether used alone or assigned together, these volumes are especially well designed for classroom use; scholars will also find them convenient and reliable, though the multivolume Collected Writings, vols. 1–6, edited by (...) Roger D. Masters and Christopher Kelly will remain the standard scholarly edition of Rousseau’s writings in English. (shrink)