Portrait of the Scholar: Notes on Irwin Deutscher's What We Say/What We Do

Book Reviews are in this Articles.
What We Say/What We Do: Sentiments and Acts. By Irwin Deutscher.     

Development Guidelines from a Study of Suicide Prevention Mobile Applications (Apps)

Every day, Americans are inundated with advertisements and appeals to purchase the latest mobile technology in the form of smart phones, tablets, and their accompanying applications (apps). Human service organizations (HSOs) across the United States have begun to recognize that apps can provide a valuable resource for individuals and communities by addressing social issues. Additionally, forward-thinking HSOs are aware that apps are a fresh and important way of reaching a rapidly changing, tech-savvy population. But just like the marketplace at large yields a variety of apps that range from useful and engaging to poorly contrived and ineffective, HSOs' foray into app development has achieved mixed results. This report analyzes existing mobile applications available for one specific field of HSO service delivery—suicide prevention—in order to describe what is currently available and to generate beginning guidelines for the development, implementation, and evaluation of new suicide prevention apps for underserved populations. Twenty-seven apps were analyzed and recommendations for HSOs and future research are presented.     

Family Structure and Children’s Education Outcome: Evidence from Uruguay

As the developed world has experienced a shift away from the traditional two-biological parent family, scholars have sought to understand how children are faring in non-traditional homes. Debate has arisen over assertions that children from non-traditional families do less well in school. Concerns about selection issues as well as a paucity of cross-cultural evidence, have led some scholars to question the influence of family structure on educational attainment. Using data from the 2006 Uruguayan household survey, we evaluated the relationship of family structure with children’s education using two different methods to deal with selection problems, an instrumental variables approach and propensity score matching. Both approaches yield evidence that growing up in non-traditional family structures seems to be negative related with the schooling of Uruguayan boys, with more muted results for girls. Interestingly, Uruguay is a developing country with two peculiarities, that is, a culture that experienced fairly rapid modernization in terms of institutions—including family transition—especially compared with other South American nations, and meanwhile an intriguingly high level of school drop-out, unusually high for Uruguay’s overall level of development.     

Healthcare 4.0: trends,challenges and research directions

Abstract

This paper aims at examining the trends, challenges and theoretical gaps in the implementation of Healthcare 4.0 (H4.0) based on a scoping review of the literature. For that, we searched journal articles in four widely known databases and screened the retrieved articles to obtain a publications’ portfolio. Our findings indicate that, despite the recency of the subject, research in H4.0 has been conducted in an interdisciplinary way with a diversified set of applications and functionalities. In terms of its implementation, H4.0 has been more commonly found in hospitals’ information flows, especially the ones related to healthcare treatments. The identified implementation trends, however, neglect a more holistic approach for H4.0, which originated three main research directions for this topic. Although identified as a trending topic in the area of healthcare operations management, literature on H4.0 may be viewed as randomly conceived, lacking academic alignment and practical orientation based on a grounded theory, which we aim at providing with the present study.     

Bayesian and Dominant‐Strategy Implementation in the Independent Private‐Values Model

We prove—in the standard independent private‐values model—that the outcome, in terms of interim expected probabilities of trade and interim expected transfers, of any Bayesian mechanism can also be obtained with a dominant‐strategy mechanism.     

Toward two narratives of knowledge

This article states that the discipline of international relations has paid only scarce attention to the debates on knowledge that have taken place in neighboring disciplines. A notable exception is the epistemic community framework that amounts in this article to a first narrative of knowledge. By means of challenging this narrative of knowledge, the article suggests a second narrative of knowledge that is derived from literature in science and technology studies. This narrative is further illustrated through a discussion on the epistemic authority of the Forest Stewardship Council and the newly established Intergovernmental Platform on Biodiversity and Ecosystem Services.     

A maximal domain of preferences for strategy-proof,efficient, and simple rules in the division problem

The division problem consists of allocating an amount M of a perfectly divisible good among a group of n agents. Sprumont (1991) showed that if agents have single-peaked preferences over their shares, the uniform rule is the unique strategy-proof, efficient, and anonymous rule. Ching and Serizawa (1998) extended this result by showing that the set of single-plateaued preferences is the largest domain, for all possible values of M, admitting a rule (the extended uniform rule) satisfying strategy-proofness, efficiency and symmetry. We identify, for each M and n, a maximal domain of preferences under which the extended uniform rule also satisfies the properties of strategy-proofness, efficiency, tops-onlyness, and continuity. These domains (called partially single-plateaued) are strictly larger than the set of single-plateaued preferences. However, their intersection, when M varies from zero to infinity, coincides with the set of single-plateaued preferences.An earlier version of this paper circulated under the title A maximal domain of preferences for tops-only rules in the division problem. We are grateful to an associate editor of this journal for comments that helped to improve the presentation of the paper and to Matt Jackson for suggesting us the interest of identifying a maximal domain of preferences for tops-only rules. We are also grateful to Dolors Berga, Flip Klijn, Howard Petith, and a referee for helpful comments. The work of Alejandro Neme is partially supported by Research Grant 319502 from the Universidad Nacional de San Luis. The work of Jordi Massó is partially supported by Research Grants BEC2002-02130 from the Spanish Ministerio de Ciencia y Tecnología and 2001SGR-00162 from the Generalitat de Catalunya, and by the Barcelona Economics Program of CREA from the Generalitat de Catalunya. The paper was partially written while Alejandro Neme was visiting the UAB unde r a sabbatical fellowship from the Generalitat de Catalunya.     

Identification of average marginal effects under misspecification when covariates are normal

A previously known result in the econometrics literature is that when covariates of an underlying data generating process are jointly normally distributed, estimates from a nonlinear model that is misspecified as linear can be interpreted as average marginal effects. This has been shown for models with exogenous covariates and separability between covariates and errors. In this paper, we extend this identification result to a variety of more general cases, in particular for combinations of separable and nonseparable models under both exogeneity and endogeneity. So long as the underlying model belongs to one of these large classes of data generating processes, our results show that nothing else must be known about the true DGP—beyond normality of observable data, a testable assumption—in order for linear estimators to be interpretable as average marginal effects. We use simulation to explore the performance of these estimators using a misspecified linear model and show they perform well when the data are normal but can perform poorly when this is not the case.     

Exploring dialogic strategies in social media for fostering citizens’ interactions with Latin American local governments

Although the benefits of social media for enhancing citizens’ interactions with their local governments are well known in a more global context, few studies have focused on Latin America, or on the MERCOSUR countries in particular. This paper examines the use of dialogic strategies in the social media activities of local governments in MERCOSUR countries in order to generate citizens’ online engagement. Analysis of this question enhances our understanding of the use of social media by local governments in less developed countries and highlights the need for empirical evidence on the use of dialogic communication theory regarding stakeholder engagement with social media. The findings obtained reflect the positive influence of dialogic strategies on citizens’ online engagement, particularly those based on dialogic loop, useful information and generation of return visits, aimed at fostering participation via social media.     

Factors in educational exclusion: including the voice of the youth

The processes of educational exclusion are multiple and diverse. Research has shown that exclusion from school goes far beyond access. It is associated with crucial issues related to educational processes (belonging, recognition or representation) and results (knowledge or certificates). The objective of this article is to delve into the analysis of factors in educational exclusion, including the voice of the youth, as a key element in understanding these factors. The article begins with a literature review addressing the meaning, mechanisms and profiles of educational exclusion. It then presents qualitative fieldwork, consisting of six focus groups of young people (aged 14–24) who have been excluded from mainstream educational institutions in Barcelona, Spain. The results of the empirical analysis point to four critical elements in the process of educational exclusion as experienced by the youth: educational transitions; the role of teachers; the impact of grouping practices and disciplinary mechanisms; and the contrast between mainstream educational institutions and alternative learning arenas. By including the voice of the youth, the article provides a better understanding of the factors contributing to educational exclusion so as to advance in the construction of an educational system able to guarantee students’ right to learn and succeed in school.