Dynamic allocation as a balancing act

The CPMP Points to Consider on Adjustment for Baseline Covariates recently came into operation. As well as providing sound guidance, this document states a strong position against dynamic allocation. This paper reviews the most important issues involved and aims to stimulate interest in further investigating alternative allocation methods in clinical trials. Copyright © 2004 John Wiley & Sons, Ltd.     

POLITICAL ECONOMY AND THE SOCIAL MARGINAL COST OF PUBLIC FUNDS: THE CASE OF THE MELTZER‐RICHARD ECONOMY

In previous studies on the social marginal cost of public funds (SMCF), the existing tax system has been assumed to be either arbitrary or optimal. This note explores another possibility: the existing tax system itself represents a political equilibrium. Our exploration proceeds in Meltzer and Richard’s (1981) political economy of redistributive taxation. An interesting feature of our finding is that the degree of income inequality as measured by the ratio of mean to median income can play an important role in estimating the SMCF and judging whether the level of redistribution is excessive or inadequate. (JEL D61, D72, H21)     

Effects on students of teacher training in use of a drug education curriculum

The study reported here examines the effects of differential teacher training in use of a drug education curriculum on students' knowledge levels, problem-solving and coping skills, attitudes towards planned decision making, behavioral intentions and tobacco and alcohol use. An experimental design was used to compare the effects of exposure to teachers who had either intensive staff development, in-service training or no training. The findings indicate a statistically significant difference between groups of students on the intention to drink alcohol. Students whose teachers had intensive staff development were less likely to intend to take a drink if offered than students whose teachers had in-service or no training. Possible reasons for a lack of significant results on other variables are the confounding influences of school, classroom and teacher effects.     

What really happened? Incidence and factor assessment of abused children and adolescents

Abuse of children and adolescents is a societal problem. If health-care providers are to intervene adequately in abuse, they must identify the occurrence, elicit all pertinent information surrounding the abuse and the patient's response, and integrate pertinent abuse issues in the overall treatment plan for the patient. This study has conclusively demonstrated the failure of health-care providers to assess and plan treatment based on the comprehensive documentation of sexual and physical abuse factors. Findings clearly indicate a need for education of health-care providers in the development of comprehensive and integrated treatment plans for abused psychiatric patients based on documentation of all factors related to trauma learning and replay. Service agencies must be willing to implement in-service programs that provide nurses and other health-care providers with the cognitive and affective knowledge and skills necessary to feel comfortable in the management of abuse issues.     

School-Choice Stories: The Role of Culture

This article uses data from in-depth interviews conducted with the parents of a sample of 88 ninth-grade students from public, private, Catholic, and Christian high schools in two different suburban communities. This research investigates the ways in which parents understand education and how they make sense of schooling options for their children. It shows both how families who choose schools make the selection among various alternatives and why some families seem not to choose schools. This research finds that the financial and information resources of families are not enough in and of themselves to explain school-choice behavior. While these resources are indeed used by families as they make school choices, such measures do not capture the cultural dimension of school choice. In this context culture is understood as the lens through which people make sense of the social world. The decision to activate resources and the direction in which those resources will be activated are mediated by culture. In particular, as these school-choice stories show, the school-choice decision is influenced by the past educational experiences of the parents and by their religious faith.