Properties and Applications of the Generalized Likelihood as a Summary Function for Prediction Problems

The generalized likelihood plays an important role in parametric inference for prediction and empirical Bayesian models. This paper emphasizes the utility of the generalized likelihood as a summarization procedure in general prediction models. Properties of the generalized likelihood when used in this setting, and examples of its use as a data analytic tool are given in a series of numerical examples.     

Conditional tests for elliptical symmetry using robust estimators

This paper presents a procedure for testing the hypothesis that the underlying distribution of the data is elliptical when using robust location and scatter estimators instead of the sample mean and covariance matrix. Under mild assumptions that include elliptical distributions without first moments, we derive the test statistic asymptotic behavior under the null hypothesis and under special alternatives. Numerical experiments allow to compare the behavior of the tests based on the sample mean and covariance matrix with that based on robust estimators, under various elliptical distributions and different alternatives. We also provide a numerical comparison with other competing tests.     

Teaching outside of the box: a short-term international internship for pre-service and in-service physical education teachers

This article reports on results from a qualitative study of a two-week international internship for pre-service and in-service physical education (PE) teachers in a developing nation (Belize). Relying upon data from questionnaires that were administered before and after the short-term international internship, participants’ perspectives related to their professional and personal development were investigated. Understanding the overlap that necessarily exists between professional and personal growth, five themes are identified and discussed. These include: (1) Kids are Kids (Or are they?), (2) Relationships Matter, (3) Cooperation and Collaboration in Teaching: Learning Together, (4) Teaching without Bells and Whistles, and (5) Recognising One’s Own Privilege. In light of these findings, some suggestions for future practice and inquiry are offered.     

Government Policies and Disabled People in American Indian Communities

Although services and resources for disabled people in the United States have improved greatly as a result of legislation and advocacy efforts, many of the disabled in American Indian communities have yet to benefit from these advances. Inaccessibility to services is often complicated by problems and debates over which agency, state or federal, is responsible or has jurisdiction to provide the services. Meanwhile, Indian communities struggle to accomplish what they can with limited resources.     

A Heart to Learn and Care? Teachers' responses toward special needs children in mainstream schools in Hong Kong

This article examines the problems associated with introducing integrated education into Hong Kong's mainstream schooling system. The research objectives were to examine the experience of teachers in teaching children with special needs in mainstream schools; to examine the attitude of mainstream teachers towards integrated education, and explore whether the differences in perception of difficulties and attitudes are attributable to types of disability and availability of resources. This was achieved through a research strategy utilising a questionnaire survey combined with individual and group interviews. The results demonstrate that there is a clear hierarchy of preference amongst teachers in relation to special needs children. Students with a learning disability and/or behavioural problems pose more challenges to teachers than those with a physical difficulty. Teachers that had both types of special needs children in a class experience more problems in maintaining classroom discipline, have a greater workload and struggle to manage the disparate academic standards amongst students. Teachers in schools with extra funding provisions, teachers trained to teach special needs children, additional counselling resources and specialist support expressed more accepting attitudes towards children with special needs and their admission into mainstream schools. Resource classes did not exert a positive effect on acceptance. More than 70% of questionnaire respondents were supportive of two positive value statements 'realisation of equal opportunities' and 'a good chance for students to interact'. At the same time teachers tended to agree with the statements 'integration was a burden to the schools and teachers' (over 60%) and 'a painful struggle for special students' (48%). Although there is a general normative acceptance of inclusion, the statistical pattern suggests that teachers' attitudes are not static or based solely on ideology.     

Ambiguity and the abstract tact: A signal detection analysis

The Analysis of Verbal Behavior - Four observers who had completed a formal course in projective test techniques were asked to discriminate House-Tree-Person (H-T-P) drawings made by psychiatric...