Modelling heterogeneity of survival in band-recovery data using mixtures

Finite mixture methods are applied to bird band-recovery studies to allow for heterogeneity of survival. Birds are assumed to belong to one of finitely many groups, each of which has its own survival rate (or set of survival rates varying by time and/or age). The group to which a specific animal belongs is not known, so its survival probability is a random variable from a finite mixture. Heterogeneity is thus modelled as a latent effect. This gives a wide selection of likelihood-based models, which may be compared using likelihood ratio tests. These models are discussed with reference to real and simulated data, and compared with previous models.     

POPAN-6: Exploring convergence and estimate properties with SIMULATE

We describe some developments in the P OPAN system for the analysis of mark-recapture data from Jolly-Seber (JS) type experiments. The latest version, P OPAN-6, adopts the Design Matrix approach for specifying constraints and then uses it in the constrained maximization of the likelihood. We describe how this is done and the difference it makes to convergence and parameter identifiability over the constraint contrast-equation methods used in P OPAN-5. Then we show how the SIMULATE capabilities of P OPAN can be used to explore the properties of estimates, including their identifiability, precision, and robustness to model misspecification or capture heterogeneity.     

Social Capital as Process: The Meanings and Problems of a Theoretical Metaphor

In this study, we suggest that the difficulty in defining, locating, and measuring social capital is at core a philosophical confusion of language, and not just a consequence of excessively wide application. The term "capital" refers to resources for investment. Financial capital consists of specific quantities of assets. Human capital, a metaphorical extension of financial capital, also consists of specific quantities of assets, in the form of skills or credentials. However, social capital, a third metaphorical construction, does not consist of resources that are held by individuals or by groups but of processes of social interaction leading to constructive outcomes. Therefore, we argue, social capital is not located at any one level of analysis: it emerges across levels of analysis. The confusion over the meaning of this term, then, is a consequence of a metaphorical confusion of a substantive quantity (capital) and a process that takes place through stages (embedded, goal-directed social relations). Locating and defining social capital is further complicated by the variability, contextuality, and conditionality of the process. Stages of social relations that lead to constructive outcomes for one group of people or in one situation may not lead to constructive outcomes for another group or in another situation. To illustrate empirically how social capital may be thought of as a process consisting of stages and to demonstrate why the concept is inherently problematic, we employ data from the 1995 interviews of the National Longitudinal Study of Adolescent Health (Add Health). These data enable us to examine connections among the stages of the social capital process found in the literature and to look at predictors of academic achievement, a central topic in research on this topic.     

Reasons why adolescents and young adults have sex: associations with psychological characteristics and sexual behavior

This study examined associations of psychological characteristics and sexual behavior with types of reasons for episodes of sexual intercourse among youth. After completing a baseline assessment, 62 adolescents (47 female) used a handheld computer to report when they had sex as soon as possible after the event as well as in response to random signals. Youth indicated for each sex event the main reason, categorized as intimacy/desire, external, affect management, and other; analyses were restricted to sex with a main partner (234 events). Baseline sexual behavior was not related to reasons for sex. Higher anxiety was associated with external reasons for sex; younger age and lower self-esteem were associated with affect management reasons. Female youth with higher impulsiveness reported more external reasons and fewer intimacy/desire reasons. Among male youth, lower self-esteem was associated with intimacy/desire reasons, but lower depression was associated with affect management reasons. These findings may aid health care providers and researchers in understanding the differences in young people's motivations for sex.     

The influence of collaboration on program outcomes: the Colorado Nurse-Family Partnership

Though collaboration is often required in community initiatives, little evidence documents relationships between collaboration and program success. The authors contend that clarification of the construct collaboration is necessary for investigating its contribution to the success of community initiatives. After respecifying collaboration, they present a study of a multisite program that involved varying degrees of collaboration in the 16 communities adopting a nurse home visitation program. The authors employ hierarchical linear modeling (HLM) to test the predictive power of individual participant characteristics and examine the increased accuracy of predictions from a second level model of site qualities-specifically, features of the collaborative process associated with different sites. The first-level model predicted approximately 10% of the variance in attrition, or dropout, of program clients. The second-level model accounted for an additional 28% of the variance in attrition. A theory of commitment transfer is offered as a first explanation of this result.     

Meditation lowers stress and supports forgiveness among college students: a randomized controlled trial

OBJECTIVE AND PARTICIPANTS: The authors evaluated the effects on stress, rumination, forgiveness, and hope of two 8-week, 90-min/wk training programs for college undergraduates in meditation-based stress-management tools. METHODS: After a pretest, the authors randomly allocated college undergraduates to training in mindfulness-based stress reduction (MBSR; n = 15), Easwaran's Eight-Point Program (EPP; n = 14), or wait-list control (n = 15). The authors gathered pretest, posttest, and 8-week follow-up data on self-report outcome measures. RESULTS: The authors observed no post-treatment differences between MBSR and EPP or between posttest and 8-week follow-up (p > .10). Compared with controls, treated participants (n = 29) demonstrated significant benefits for stress (p < .05, Cohen's d = -.45) and forgiveness (p < .05, d = .34) and marginal benefits for rumination (p < .10, d = -.34). CONCLUSIONS: Evidence suggests that meditation-based stress-management practices reduce stress and enhance forgiveness among college undergraduates. Such programs merit further study as potential health-promotion tools for college populations.     

请再说一遍“我爱你”

【正】请说了一遍,再向我说一遍,说"我爱你"即使那样一遍遍重复,你会把它看成一支"布谷鸟的歌曲";可是记着,在那青山和绿林间,那山谷和田野中,纵使清新的春天披着全身绿装降临、也不算完美无缺,要是她缺少了那串布谷鸟的音节。爱,四周那么黑暗,耳边只听见惊悸的心声,处于那痛苦的不安中,我嚷道:"再说一遍:我爱你!"谁嫌太多的...     

Toward a ‘paideia of the soul’: education to enrich America’s multicultural democracy

What role might education play in the reinvigoration of a robust American democracy? We argue that common understandings of democracy, citizenship, and democratic education are too anemic to right the political inequalities and stagnancies that have deadened American democracy. Instead, we look to notions of paideia and an educated, enlightened citizenry to shape a multicultural democratic education. Multicultural democratic education cultivates the full and flourishing lives and minds of all citizens in American democracy rather than focusing on narrow preparation for voting. It does this through the practice of critical and authentic caring, the cultivation of community across difference, the connection to a global context, and the opportunity for social action. Most importantly, multicultural democratic education takes as its starting point equity and justice in a pluralistic society by committing to the cultivation of the minds and intellects of all students – in stark contrast to the unequal and mind-numbing education that most marginalized and minority students receive.