A latent process model for dementia and psychometric tests

We jointly model longitudinal values of a psychometric test and diagnosis of dementia. The model is based on a continuous-time latent process representing cognitive ability. The link between the latent process and the observations is modeled in two phases. Intermediate variables are noisy observations of the latent process; scores of the psychometric test and diagnosis of dementia are obtained by categorizing these intermediate variables. We propose maximum likelihood inference for this model and we propose algorithms for performing this task. We estimated the parameters of such a model using the data of the 5 year follow-up of the PAQUID study. In particular this analysis yielded interesting results about the effect of educational level on both latent cognitive ability and specific performance in the mini mental test examination. The predictive ability of the model is illustrated by predicting diagnosis of dementia at the 8 year follow-up of the PAQUID study based on the information from the first 5 years.     

An integrated model for conceptualising visual competence in scientific research and communication

Visual representation in both natural and social sciences is an important and growing area of research and an ever‐growing practice, given the rapidly developing visual imaging technologies. This article seeks to contribute to our understanding of the complex processes and decisions that go into producing and using visual representations as prime vehicles of knowledge building and dissemination. To that aim the author develops an integrated theoretical model for disclosing and interrelating the vast array of aspects in representational practices that affect the appearance and the uses that can be made of their visual end products. This knowledge will help towards developing scientific integrity and optimising expressive capabilities in scientific visual culture. In developing the model, explicit attention is paid to the diverse nature of referents in scientific research, the complex interplay across various types of ‘translation processes’ in arriving at legible and valid data, the imminent ambiguities and growing hybridity of visual representational methods and techniques, and the determining role of purpose and the urgent need to develop a more encompassing set of visual competencies among scholars.     

Social work education in Spain: evaluation and challenges for a new generation of social workers

ABSTRACT

The European social integration model was built on two main pillars: employment and access to the welfare state. European social work education was mainly oriented to training professionals in order to promote this inclusion through case management and the provision of benefits. This influence was very intense in the curricular content of Spanish social work programs. The new social risks and the European convergence in higher education have promoted curricular changes, but is it enough?. This paper aims to identify the content and limits of current social work education in Spain. To this end, a comparative analysis of social work education in public universities of Spain was performed. This information has been contrasted with professionals, teachers and social work students. The results evidence the gap of these contents with the real professional needs. This paper proposes several alternatives and approaches in new intergenerational methodologies and technological tools to train a new generation of social workers     

Taking the visual turn in research and scholarly communication key issues in developing a more visually literate (social) science

This article identifies some major impediments on the road to more visually literate forms of research and scholarly communication and advances some ideas for improvement. These recommendations relate to each of the following issues: the indispensable awareness for the magnitude of types of visual representations and their distinct implications, the need for clarifying the role of aesthetics in a scientific discourse, the need for a more explicit visual methodology and theory, the crucial role of technology, the importance of staying tuned with our audiences, and of fostering a thoughtful eclecticism and interdisciplinary exchange.

Making progress in each of these domains will result in an improved “visual scientific literacy,” a term that could be used to denote a set of skills and attitudes which manifests itself as very proficient visual thinking and acting throughout the complete research process. More visually literate scholars will be able to take better advantage of visual reality as a field for research and of the growing supply of representational tools and techniques to make sense of it and to communicate about it in an appropriate manner.     

Impact of selection bias on the evaluation of clusters of chemical compounds in the drug discovery process

Expert opinion plays an important role when selecting promising clusters of chemical compounds in the drug discovery process. Indeed, experts can qualitatively assess the potential of each cluster, and with appropriate statistical methods, these qualitative assessments can be quantified into a success probability for each of them. However, one crucial element often overlooked is the procedure by which the clusters are assigned to/selected by the experts for evaluation. In the present work, the impact such a procedure may have on the statistical analysis and the entire evaluation process is studied. It has been shown that some implementations of the selection procedure may seriously compromise the validity of the evaluation even when the rating and selection processes are independent. Consequently, the fully random allocation of the clusters to the experts is strongly advocated. Copyright © 2014 John Wiley & Sons, Ltd.     

Labour Participation of Higher Education Students

The aim of this article is to shed light on the determinants of the decision to participate in the labour force while studying, and of the intensity of this participation as measured by the wages earned by students. We show that students react to their future expected economic benefits associated with their chosen course of study. In this sense, our results confirm Lévy‐Garboua’s (Revue française de Sociologie XVII: 53–80, 1976) thesis of working as an adjustment variable for the variations in the expected rate of return of discipline. Our results indicate that the decision to work while studying and its intensity depend on students’ socioeconomic status and material needs, as well as external financial resources. Altogether, our results suggest that the equity and internal efficiency implications of such a social bias in the labour force participation behaviour might not be too important, but that some public interventions might nevertheless improve the overall external efficiency by allowing students to spend more time on more valorizing activities rather than unskilled and low‐paid jobs.     

FINANCIAL DEPENDENCE,BANKING SECTOR COMPETITION,AND ECONOMIC GROWTH

The relationships among competition in the financial sector, access of firms to external financing, and associated economic growth are ambiguous in theory. Moreover, measuring competition in the financial sector can be complex. In this paper we first estimate for 16 countries an industrial organization‐based measure of banking system competition. We then relate this competition measure to growth of industries and find that greater competition in countries' banking systems allows financially dependent industries to grow faster. These results are robust under a variety of tests. Our results suggest that the degree of competition is an important aspect of financial sector functioning. (JEL: D4, G21, L11, L80, O16)