Solving Resource Allocation Problems When Earning Effects Are Present

Learning effects play an important role in certain resource allocation problems, and several authors have proposed models for these problems that capture the relevant relationships. However, the models may be difficult to implement or have shortcomings in the prescribed solution procedures. In this paper, we selectively review the work to date and present a simple reformulation that facilitates solution by off-the-shelf software.     

Informal Caregiving: Dilemmas of Sandwiched Caregivers

Increased demand will intensify pressures for informal caregiving, especially for sandwiched caregivers. Using 1999, National Long Term Care Survey data, we contrasted socio-demographic statistics, care environments, activities of daily living (ADL) and instrumental activities of daily living (IADL) assistance, life quality, and employment burden of sandwiched versus non-sandwiched parental caregivers. Regression analysis explored variables influencing caregiving hours, employment accommodation, stress, strain, time for self, social life limits, free time, and excess burden. We found no differences in caregiving hours, no greater labor force accommodation, but lower quality of life among sandwiched caregivers with more than they can handle, but they undertook parent care despite quality of life reduction. Uniquely, the research indicates sandwiched caregivers’ employment mitigates stress, strain, and burden and supports policy changes providing more supportive workplace environments.

Initiating Personal Growth: The Role of Recognition and Life Satisfaction on the Development of College Students

The purpose of this study was to examine the mediating role of life satisfaction between positive recognition and levels of personal growth initiative in a collegiate setting. The design of the research study utilized a quantitative research method. A brief questionnaire assessed 204 undergraduate students at a mid-sized university. The average age of the participants was 19 years old and the predominant race was Caucasian. Approximately the same number of male and female participants completed the survey. Each participant answered questions that measured perceived life satisfaction, personal growth initiative and the amount of recognition and praise received from family and overall within a typical college setting. Structural Equation Modeling was used to examine the relationship between the variables. The hypothesized mediational model had adequate fit. Positive recognition and personal growth initiative were mediated by life satisfaction χ² (n = 204, 101) = 259.20, CFI = .88, TLI = .86. Results from this study hope to show that life satisfaction builds the relationship between receiving recognition and an undergraduate’s involvement in changing and developing as an individual. In addition, the study hopes to use the emerging field of Positive Psychology to identify applications of life satisfaction, personal growth initiative and recognition to assist with the optimal functioning of college students and the overall educational institution.     

Child gender and father involvement in fragile families

In this article, we use data from the first two waves of the Fragile Families and Child Wellbeing Study to examine the effects of child gender on father involvement and to determine if gender effects differ by parents' marital status. We examine several indicators of father involvement, including whether the father acknowledges "ownership" of the child, whether the parents live together when the child is one year old, and whether the father provides financial support when the child is one year old. We find some evidence that child gender is associated with unmarried father involvement around the time of the child's birth: sons born to unmarried parents are more likely than daughters to receive the father's surname, especially if the mother has no other children. However, one year after birth, we find very little evidence that child gender is related to parents' living arrangements or the amount of time or money fathers invest in their children. In contrast, and consistent with previous research, fathers who are married when their child is born are more likely to live with a son than with a daughter one year after birth. This pattern supports an interpretation of child gender effects based on parental beliefs about the importance of fathers for the long-term development of sons.     

Take it to the top: Imagined interactions with leaders elevates organizational identification

Organizational identification is an important predictor of workplace behavior. The more strongly an individual identifies with their employing organization, the more motivated they will be to behave in ways that promote its success. In this paper we develop a new approach to fostering organizational identification based on principles of mental simulation. Across seven experiments we demonstrate that imagining positive contact with an organizational leader increases identification with the organization they represent. Experiments 1A, 1B, 2A, 2B, 3A and 3B replicated the basic effect against progressively varied control conditions, utilizing both scenario and field experiments. Experiment 4 demonstrated that as a consequence of heightened organizational identification following the imagined contact task, participants reported greater intentions to engage in organizational citizenship behaviors. We conclude by discussing the potential application of this technique as a simple and effective way for organizations to foster employees' motivation and performance.     

A Bayesian approach to sequential analysis in post‐licensure vaccine safety surveillance

With rapid development of computing technology, Bayesian statistics have increasingly gained more attention in various areas of public health. However, the full potential of Bayesian sequential methods applied to vaccine safety surveillance has not yet been realized, despite acknowledged practical benefits and philosophical advantages of Bayesian statistics. In this paper, we describe how sequential analysis can be performed in a Bayesian paradigm in the field of vaccine safety. We compared the performance of the frequentist sequential method, specifically, Maximized Sequential Probability Ratio Test (MaxSPRT), and a Bayesian sequential method using simulations and a real world vaccine safety example. The performance is evaluated using three metrics: false positive rate, false negative rate, and average earliest time to signal. Depending on the background rate of adverse events, the Bayesian sequential method could significantly improve the false negative rate and decrease the earliest time to signal. We consider the proposed Bayesian sequential approach to be a promising alternative for vaccine safety surveillance.     

PARENTS KNOW THEM BETTER: THE EFFECT OF OPTIONAL EARLY ENTRY ON PUPILS' SCHOOLING ATTAINMENT

The effect of optional early school entry on pupils' educational outcomes is investigated using data covering the entire population of Italian primary school students and exploiting exogenous thresholds imposed by norms regulating first enrollment. Results highlight the fact that pupils whose parents can choose when their children start school perform better than those who are bounded by terms imposed by law. These findings suggest that parental choice leads to a better match between pupils' characteristics and the beginning of formal learning. Results show that giving parents the option to anticipate or delay school entry could be a beneficial measure. (JEL I20, H52)     

‘Just choose the easy option’: students talk about alcohol use and social influence

Previous research into young people’s drinking behaviour has studied how social practices influence their actions and how they negotiate drinking-related identities. Here, adopting the perspective of discursive psychology we examine how, for young people, social influences are bound up with issues of drinking and of identity. We conducted 19 focus groups with undergraduate students in Australia aged between 18 and 24 years. Thematic analysis of participants’ accounts for why they drink or do not drink was used to identify passages of talk that referred to social influence, paying particular attention to terms such as ‘pressure’ and ‘choice’. These passages were then analysed in fine-grained detail, using discourse analysis, to study how participants accounted for social influence. Participants treated their behaviour as accountable and produced three forms of account that: (1) minimised the choice available to them, (2) explained drinking as culture and (3) described resisting peer pressure. They also negotiated gendered social dynamics related to drinking. These forms of account allowed the participants to avoid individual responsibility for drinking or not drinking. These findings demonstrate that the effects of social influence on young people’s drinking behaviour cannot be assumed, as social influence itself becomes negotiable within local contexts of talk about drinking.