A competing risks derivation of a mixture model for the analysis of survival data

Boag (1949) and Berkson and Gage (1952) proposed a mixture model for the analysis of survival time data when aproportion of treated patients are cured. This paper presents a derivation of the Boag/Berkson-Gage mixture model as well as a eneralization of the model based on the theory of competing risks. The assumptions underlying the model are stated and discussed and a general likelihood function is obtained. Use of the model is illustrated ith data from the Stanford Heart Transplant Program.     

Applying Cognitive Theory to Statistics Instruction

This article presents five principles of learning, derived from cognitive theory and supported by empirical results in cognitive psychology. To bridge the gap between theory and practice, each of these principles is transformed into a practical guideline and exemplified in a real teaching context. It is argued that this approach of putting cognitive theory into practice can offer several benefits to statistics education: A means for explaining and understanding why reform efforts work; a set of guidelines that can help instructors make well-informed design decisions when implementing these reforms; and a framework for generating new and effective instructional innovations.     

Older LGBT Adult Training Panels: An Opportunity to Educate About Issues Faced by the Older LGBT Community

Older lesbian, gay, bisexual, and transgender (LGBT) adults face unique issues that can impede their well-being. Although many advances have helped address these issues, there is a need for education efforts that raise awareness of service providers about these issues. This study explores evaluation data of training panels provided by older LGBT adults and the views of training participants on issues faced by the older LGBT community after attending the panels. Participants were 605 students and professionals from over 34 education and communication settings. Implications for trainings on participants and older LGBT trainers are discussed.     

Build the social justice bridge: participatory photography with the international group work community

ABSTRACT

“Build the Social Justice Bridge” was a participatory photography project that engaged international group workers in an assessment of group work as a social justice profession. Inspired by principles of photovoice research, the project invited social work students, educators, and practitioners from around the world to contribute photographs and brief narratives that represented the relationship between group work and social justice. The photographs were exhibited during the opening session of the 2018 Symposium of the International Association for Social Work with Groups (IASWG) in South Africa, where more than 200 participants from ten countries reflected on the meaning of the photos for the group work community. In viewing the photos, symposium participants identified a common vision of social justice as well as culturally-specific approaches to group work. Implications are drawn for the internationalization of professional knowledge.