An application of lomax distributions in receiver operating characteristic(roc)curve analysis

Receiver operating characteristic(ROC)curves are useful for studying the performance of diagnostic tests. ROC curves occur in many fields of applications including psychophysics, quality control and medical diagnostics. In practical situations, often the responses to a diagnostic test are classified into a number of ordered categories. Such data are referred to as ratings data. It is typically assumed that the underlying model is based on a continuous probability distribution. The ROC curve is then constructed from such data using this probability model. Properties of the ROC curve are inherited from the model. Therefore, understanding the role of different probability distributions in ROC modeling is an interesting and important area of research. In this paper the Lomax distribution is considered as a model for ratings data and the corresponding ROC curve is derived. The maximum likelihood estimation procedure for the related parameters is discussed. This procedure is then illustrated in the analysis of a neurological data example.     

Author disincentives and open access

Abstract

All parties in the scholarly-information marketplace agree that any Open Access (OA) system will have to account for the costs of disseminating scholarly information and of editing, publishing and distributing it. There has been less discussion of the fact that for an OA forum to succeed, it will have to be accepted and supported by authors. Author charges, a relative lack of prestige, and the required abdication of copyright are three characteristics of many currently emerging OA models that may pose significant barriers to author acceptance. These will have to be addressed if OA providers wish to be competitive with non-OA providers.     

From dechristianization to laicization: state,Church, and believers in Russia

The history of twentieth-century Russian Orthodoxy has been written largely in terms of the Church and state, martyr and oppressor, all within the traditional paradigm of ineluctable, ubiquitous secularization. This article shifts the focus from Bolshevik and bishop to believer, framed within the more recent model that emphasizes “believing without belonging”. While that new paradigm fits the Russian case, the latter certainly had unique specifics: it was precisely the coercive disestablishment of the Church that empowered parishioners and inadvertently laid the foundations for the post-Soviet religious revival. While the depth and meaning of that revival is open to dispute and calibration, it has unquestionably posed a dramatic contrast to contemporary Europe.     

Teaching Religion and Media: Syllabi and Pedagogy

This study explores the pedagogy of Religion and Media. The topic has garnered growing attention in recent years (Stout, 2012 Stout, D. (2012). Media and religion: Foundations of an emerging field. New York, NY: Routledge. [Google Scholar]) and the sheer array of classes is a testament to its status as a lively growing topic. This study takes a nonnormative, exploratory approach to uncover four key categorical approaches to how the topic of religion and media is taught in universities. The methodology included a textual analysis of 48 syllabi and interviews with professors who teach religion and media.     

Leadership style and activating potential moderators of the relationships among leader emotional displays and outcomes

The present study argues that leader emotional displays are important to consider both within and outside of transformational/charismatic paradigms and must look beyond positive and negative affect. Accordingly, this experiment examined the effects of emotion valence as moderated by leadership style (transformational vs. transactional) and activating potential (high vs. low) on follower satisfaction, evaluations of the leader, and creative task performance. Findings showed differential effects of positive and negative emotions for different leader styles for evaluations of transformational leadership and leader effectiveness and for follower performance. Additionally, positive emotions with higher-activating potential resulted in more desirable outcomes than those lower in activating potential, but the reverse was true for negative emotions. Findings are discussed in light of research and practical implications.     

Optimal Design of a Pharmaceutical Price–Volume Agreement Under Asymmetric Information About Expected Market Size

Price–volume agreements are commonly negotiated between drug manufacturers and third‐party payers for drugs. In one form a drug manufacturer pays a rebate to the payer on a portion of sales in excess of a specified threshold. We examine the optimal design of such an agreement under complete and asymmetric information about demand. We consider two types of uncertainty: information asymmetry, defined as the payer's uncertainty about mean demand; and market uncertainty, defined as both parties' uncertainty about true demand. We investigate the optimal contract design in the presence of asymmetric information. We find that an incentive compatible contract always exists; that the optimal price is decreasing in expected market size, while the rebate may be increasing or decreasing in expected market size; that the optimal contract for a manufacturer with the highest possible demand would include no rebate; and, in a special case, if the average reservation profit is non‐decreasing in expected market size, then the optimal contract includes no rebates for all manufacturers. Our analysis suggests that price–volume agreements with a rebate rate of 100% are not likely to be optimal if payers have the ability to negotiate prices as part of the agreement.     

Web-assisted instruction for changing social cognitive variables related to physical activity

The authors examined the efficacy of Web-assisted instruction for promoting the use of social cognitive theory (SCT) strategies related to physical activity. They recruited college students attending health courses. The authors created 3 groups (Web-assisted, comparison, and control) based on the course structure. The Web-assisted group received information on exercise and fitness and a Web-based program (treatment, n = 127); 7 sections received the same exercise and fitness information as the treatment condition, but no Web-based program (comparison, n = 118); and 6 sections received information in unrelated areas (control, n = 178). The Web-based program consisted of 9 Web assignments (1 per week) that targeted key SCT variables. Satisfaction with the Web-based program was high. Use of self-regulation strategies was significantly higher at posttest in the treatment group than it was in the other groups. Knowledge concerning the skills taught by the Web assignments was significantly greater in the treatment group than it was in the comparison group. The results of this study demonstrate that a Web-based instructional program has a positive impact on knowledge and skills related to SCT strategies for changing physical activity behavior.     

Knowledge Structures, Social Information Processing, and Children's Aggressive Behavior

Although a multitude of factors may be involved in the development of children's violent behavior, the actual aggressive act is preceded by a decision-making process that serves as the proximal control mechanism. The primary goal of this longitudinal study was to understand the nature of this proximal control mechanism involved in children's aggressive acts by focusing on two aspects of social cognitions: social information processing and stored knowledge (i.e., internal knowledge structures that are the latent memories of past events). It was hypothesized that: (1) children with hostile knowledge structures will display more biased patterns of aggressive social information processing than children whose knowledge structures are less hostile and negative; (2) children who display hostile knowledge structures will behave in chronically aggressive ways; and (3) the development of hostile knowledge structures and hostile patterns of social information processing contribute to the stability of aggressive behavior and thus partially mediate the relation between early and later aggressive behavior. 585 boys and girls (19% African-American) were followed from kindergarten through eighth grade. Results from this investigation support the hypotheses and are discussed in terms of the significance of the inclusion of knowledge structures in our theories of the mental processes involved in children's violent behaviour.