LIMITED ASSET MARKET PARTICIPATION AND THE EURO AREA CRISIS: AN EMPIRICAL DSGE MODEL

We estimate a medium‐scale dynamic stochastic general equilibrium model for the Euro area with limited asset market participation (LAMP). Our results suggest that in the recent European Monetary Union years LAMP is particularly sizable (39% during 1993–2012) and important to understand business cycle features. The Bayes factor and the forecasting performance show that the LAMP model is preferred to its representative household counterpart. In the representative agent model the risk premium shock is the main driver of output volatility in order to match consumption correlation with output. In the LAMP model this role is played by the investment‐specific shock, because non‐Ricardian households introduce a Keynesian multiplier effect and raise the correlation between consumption and investments. We also detect the contractionary role of monetary policy shocks during the post‐2007 years. In this period consumption of non‐Ricardian households fell dramatically, but this outcome might have been avoided by a more aggressive policy stance. (JEL C11, C13, C32, E21, E32, E37)     

Teaching Children With Autism Spectrum Disorder to Report Past Behavior With the Use of a Speech-Generating Device

The Analysis of Verbal Behavior -     

Concurrent training protocol for men with androgen deficiency in the aging male: a randomized clinical trial

Background: The androgen deficiency in the aging male (ADAM) affects physical, sexual, and psychological aspects with characteristics symptoms of middle-aged men. The practice of regular physical activity and physical exercise can attenuate these symptoms. The aim of this randomized clinical trial is to propose a physical exercise protocol based on concurrent training for middle-aged men with ADAM.

Method: Randomized clinical trial with a 6-month intervention will randomly divided into two groups: experimental group (EG) and control group (CG). Four evaluations will be carried out, (1) pre-intervention; (2) in the first month of intervention; (3) in the third month of intervention; (4) post-intervention, evaluating: physical, psychological, sexual, and hormonal aspects. The intervention protocol with concurrent training will have duration of 6 months; frequency of 3 times weekly, with 60?min per session. The two-way ANOVA test will be used for the inter-group and intra-group comparisons with repeated measurements, and also Sydak’s comparison test.

Conclusion: This protocol was developed with the intent of easing the symptoms of ADAM. In addition, it is believed that the concurrent training protocol could be capable to recover hormonal, physical, psychological, and sexual aspect of middle-aged men with ADAM.     

Symptoms of Mental Health Problems: Children’s and Adolescents’ Understandings and Implications for Gender Differences in Help Seeking

Amidst concerns that young people’s mental health is deteriorating, it is important to explore their understandings of symptoms of mental health problems and beliefs around help seeking. Drawing on focus group data from Scottish school pupils, we demonstrate how they understood symptoms of mental health problems and how their characterisations of these symptoms as ‘rare’ and ‘weird’ informed participants’ perceptions that peers, teachers and parents would respond to disclosure in stigmatising ways. Consequently, participants suggested that they would delay or avoid disclosing symptoms of mental health problems. We highlight subtle gender and age differences and outline implications for policy and practice.     

Introductory Statistics Textbooks and the GAISE Recommendations

The six recommendations made by the Guidelines for Assessment and Instruction in Statistics Education (GAISE) committee were first communicated in 2005 and more formally in 2010. In this article, 25 introductory statistics textbooks are examined to assess how well these textbooks have incorporated the three GAISE recommendations most relevant to implementation in textbooks (statistical literacy and thinking; use of real data; stress concepts over procedures). The implementation of another recommendation (using technology) is described but not assessed. In general, most textbooks appear to be adopting the GAISE recommendations reasonably well in both exposition and exercises. The textbooks are particularly adept at using real data, using real data well, and promoting statistical literacy. Textbooks are less adept—but still rated reasonably well, in general—at explaining concepts over procedures and promoting statistical thinking. In contrast, few textbooks have easy-usable glossaries of statistical terms to assist with understanding of statistical language and literacy development. Supplementary materials for this article are available online.