A ratio-to-control Williams-type test for trend

Under certain conditions, many multiple contrast tests based on the difference of treatment means can also be conveniently expressed in terms of ratios. In this paper, a Williams test for trend is defined as ratios-to-control for ease of interpretation and to obtain directly comparable confidence intervals. Simultaneous confidence intervals for percentages are particularly helpful for interpretations in the case of multiple endpoints. Methods for constructing simultaneous confidence intervals are discussed under both homogeneous and heterogeneous error variances. This approach is available in the R extension package mratios. The proposed method is used to test for trend in an immunotoxicity study with several endpoints as an example.     

A course for clinical trial personnel in clinical study designs, randomization, allocation schedules, and interactive response systems

This continuing education course for professionals involved in all areas of clinical trials integrates concepts related to the role of randomization in the scientific process. The course includes two interactive lecture and discussion sections and a workshop practicum. The first interactive lecture introduces basic clinical trial issues and statistical principles such as bias, blinding, randomization, control groups, and the importance of formulating clear and discriminating clinical and statistical hypotheses. It then focuses on the most commonly used clinical study designs and the corresponding patient randomization schemes. The second interactive lecture focuses on the implementation of randomization of patients and drug supply through allocation and component ID schedules. The workshop practicum, conducted in small groups, enables students to apply the lecture concepts to real clinical studies. Flexibility was built into the workshop practicum materials to allow the course content to be customized to specific audiences, and the interactive lecture sessions can be stretched to cover more advanced topics according to class interest and time availability.     

Issues for stratified randomization based on a factor derived from a continuous baseline variable

Stratified randomization based on the baseline value of the primary analysis variable is common in clinical trial design. We illustrate from a theoretical viewpoint the advantage of such a stratified randomization to achieve balance of the baseline covariate. We also conclude that the estimator for the treatment effect is consistent when including both the continuous baseline covariate and the stratification factor derived from the baseline covariate. In addition, the analysis of covariance model including both the continuous covariate and the stratification factor is asymptotically no less efficient than including either only the continuous baseline value or only the stratification factor. We recommend that the continuous baseline covariate should generally be included in the analysis model. The corresponding stratification factor may also be included in the analysis model if one is not confident that the relationship between the baseline covariate and the response variable is linear. In spite of the above recommendation, one should always carefully examine relevant historical data to pre-specify the most appropriate analysis model for a perspective study.     

Making the Technological Transition – Citizens' Encounters with Digital Pension Services

We examine in this article the impact of digitization on the provision of public services by studying how citizens experience the use of web portals in their pension planning. Based on focus groups and user test material, we elucidate five critical phases that each operate as an obstacle for citizens' further engagement in the digital self‐service process: interest, access, comprehension, reflection and support. We argue that these phases and the obstacles they entail illustrate a transition away from a situation in which control and agency over the quality of public services is embedded in a dyadic relationship between citizens and frontline personnel, and to a situation characterized by more complex relations between citizens, the front line, and the digital infrastructure. We argue that this transition implies that citizens are required to possess a new type of competence that contains both financial and digital skills. Citizens who are unable to develop or acquire such competence are likely to be disadvantaged by the services. Lastly, we argue that these developments pose significant challenges for public administrations to ensure the overall quality of the public services.     

Optimizing the “demographic dividend” in young developing countries: The role of contractual savings and insurance for financing education

Many developing regions are facing a youth bulge, meaning that young people comprise the highest proportion of the population. These regions are at risk of losing what could be a tremendous opportunity for economic growth and development if they do not capitalize on this young and economically productive population, also referred to as the “demographic dividend,” defined as the increase in economic growth that tends to follow increases in the ratio of the working‐age population – essentially the labor force – to dependents. Nations undergoing this population transition have the opportunity to capitalize on the demographic dividend if the right social, economic, and human capital policies are in place. In particular, Sub‐Saharan Africa, the Middle East, and North Africa are at risk of losing the demographic dividend. These regions face high youth unemployment, low primary school completion, and low secondary school enrollment. This results in an undereducated and unskilled segment of the population. The prohibitive costs of education prevent young people from finishing school, thereby entering the labor market unprepared. This article presents a case for youth‐focused financial inclusion programs as one of the antidotes to the masses of poor, undereducated, and low‐skilled young people swelling the labor markets of poor developing countries.     

Gaining knowledge about parental mental illness: how does it empower children?

This study examined the utility of a digital video disc (DVD) intervention, designed to educate children, whose parents have depression and/or anxiety. Twenty‐nine children completed pre‐ and post‐DVD exposure questionnaires, on mental health knowledge and help seeking, and 18 were interviewed about their experiences and use of the DVD. Post‐DVD, children's knowledge of mental illness improved. The DVD also challenged mental illness misconceptions. Most children preferred watching the DVD with a parent. The study explains how children utilize information about mental illness.     

Social work and the shadow father: lessons for engaging fathers in Northern Ireland

The legislative framework of social work practice has consistently highlighted the need to work in partnership with parents, with far‐reaching implications for families. However, the importance of engaging fathers in social work practice is an issue that has received limited attention within academic debate and research. A research study undertaken across six family centres, investigated paternal involvement in family centre social work in Northern Ireland. The study involved 46 semi‐structured interviews with social workers, fathers and mothers. This paper presents the views of 22 social workers on the barriers to paternal involvement in family centre interventions. A range of factors were identified which served to inhibit or promote engagement of fathers. There were substantially more deterrents than promoters, a clear indicator of the problematic nature of paternal involvement. The findings highlight that both attitudes and practices of social workers influence the engagement of fathers. Recommendations drawn from the findings are presented for the development of father – inclusive social work practices and research.     

Social inclusion,exclusion, and well‐being in Australia: meaning and measurement

This paper begins by examining the social inclusion agenda that formed the centrepiece of the social policy agenda of the Australian Government between 2007 and 2013. It discusses several features of the agenda, including its objectives (as articulated by the government) and some of the administrative and bureaucratic mechanisms that were put in place to assist with its development and implementation. Although no formal assessment of the impact of the agenda is attempted, some of the ways in which such an agenda could make a difference are identified. The paper then summarises the social inclusion indicator framework developed by the Australian Social Inclusion Unit with assistance and advice from the Australian Social Inclusion Board, and compares its structure and content with the frameworks developed by two of Australia's leading social research institutes. Finally, data from two national surveys of poverty and social exclusion are used to examine recent changes in social exclusion and the association between the severity of exclusion and levels of subjective well‐being. These latter results show clearly that subjective well‐being is consistently lower among those who experience the greatest degree of social exclusion, suggesting that exclusion as identified and measured reflects external constraints rather than internal preferences.     

School Choice in London and Paris – A Comparison of Middle‐class Strategies

Education is one major public service in which quasi‐markets and other choice‐based mechanisms are now established methods of delivery. The types of school people choose, and the extent to which their choices are realized, have a fundamental impact on the outcomes of any mechanism of school choice. In this article, we provide a comparative analysis of the school choice strategies of middle‐class families in London and Paris. We draw on approximately 200 in‐depth interviews carried out across the two cities. This enables us to investigate the extent to which middle‐class school choice strategies transcend the institutional context provided by both the local (state and private) schools market and national education policy in England and France. We discuss these findings in the context of current school choice policy and consider their implications for future policy design.