Estimating a sensitive proportion through randomized response procedures based on auxiliary information

Randomized response techniques are widely employed in surveys dealing with sensitive questions to ensure interviewee anonymity and reduce nonrespondents rates and biased responses. Since Warner’s (J Am Stat Assoc 60:63–69, 1965) pioneering work, many ingenious devices have been suggested to increase respondent’s privacy protection and to better estimate the proportion of people, π _A , bearing a sensitive attribute. In spite of the massive use of auxiliary information in the estimation of non-sensitive parameters, very few attempts have been made to improve randomization strategy performance when auxiliary variables are available. Moving from Zaizai’s (Model Assist Stat Appl 1:125–130, 2006) recent work, in this paper we provide a class of estimators for π _A , for a generic randomization scheme, when the mean of a supplementary non-sensitive variable is known. The minimum attainable variance bound of the class is obtained and the best estimator is also identified. We prove that the best estimator acts as a regression-type estimator which is at least as efficient as the corresponding estimator evaluated without allowing for the auxiliary variable. The general results are then applied to Warner and Simmons’ model.     

Class participation as a pedagogical tool in social work education

Class participation is an essential part of the social work pedagogy. However, active student engagement in classes is inconsistent and varies based on factors such as social backgrounds, educational background, and individual characteristics. Instructors often evaluate participation based on frequency of verbal contributions. Evaluation criteria are often unarticulated or difficult to measure, presenting numerous challenges for instructors and students alike. A model of reflective self-assessment of participation by students, paired with timely instructor feedback is put forth in this paper to mitigate these concerns. The steps in this model include initial self-assessment, goal setting, midterm review, and a final review. The process of continuous self-evaluation and problem-solving is discussed as strategies that aid the process of class participation. Three instructor touch points are suggested: at the goal-setting stage, the midterm review, and the final grade. Throughout the paper, connections to social work practice and social work pedagogy are highlighted. This model has yet to be implemented in a social work school’s curriculum. Challenges in the implementation and resolution of those challenges are also presented. This model suggests ways to enhance opportunities for student engagement and integration into graduate programs, in addition to fostering valuable skills for future practice in the field.     

Why does class matter? Policy attitudes,mechanisms, and the case of the Nordic countries

In most democracies, classes tend to vary with respect to an array of attitudes and behaviours, and differences are large within a number of European polities. What mechanisms lie behind these differences? Do they relate primarily to individuals’ material interests, as assumed by traditional class theories, or instead, to socialization and self-selection factors? This paper seeks to extend theory and research through an analysis of mechanisms behind class differences in policy attitudes. Our focus is on the Nordic countries, where class differences are extensive and well-documented in past scholarship. We take advantage of high-quality European Social Survey data for Denmark, Finland, Norway, and Sweden. Analyzing three policy arenas and the 9-category European Socio-economic Classification scheme (ESeC), we find evidence that class-related factors help to explain cleavages in attitudes. Comparisons with the more detailed, 103-category International Standard Classification of Occupation scheme (ISCO) suggest that these factors explain less “micro-class” occupational variation. Results shed new light on mechanisms behind class differences, and the empirical foundations of established class theories. These and other implications are discussed in the conclusion.     

Discovering classes in microarray data using island counts

We present a new biclustering algorithm to simultaneously discover tissue classes and identify a set of genes that well-characterize these classes from DNA microarray data sets. We employ a combinatorial optimization approach where the object is to simultaneously identify an interesting set of genes and a partition of the array samples that optimizes a certain score based on a novel color island statistic. While this optimization problem is NP-complete in general, we are effectively able to solve problems of interest to optimality using a branch-and-bound algorithm. We have tested the algorithm on a 30 sample Cutaneous T-cell Lymphoma data set; it was able to almost perfectly discriminate short-term survivors from long-term survivors and normal controls. Another useful feature of our method is that can easily handle missing expression data.     

浅谈马克思主义哲学教学的指导思想

马克思主义哲学教学要以哲学性、阶级性、开放性、时代性为指导思想。坚持哲学性,就是要把马克思主义哲学真正当作哲学来教,要以对学生进行世界观和方法论教育为根本目的,要引导学生追求智慧,增长智慧。坚持阶级性,就是要承认马克思主义哲学是无产阶级的世界观和方法论,捍卫马克思主义哲学在当代中国的国家哲学、官方哲学地位。坚持开放性,就是要把新的认识成果引入课堂,并吸收其他哲学流派思想观点中合理的因素。坚持时代性,就是要紧密联系时代特点,解决时代课题,并在教学中把握理论前沿,把能够代表时代水平的研究成果运用于教学。     

论中国共产党政权主张的演变

第一次大革命失败后 ,中国共产党对在中国建立什么样的政权作了有益的探索。中国共产党根据各个时期革命的中心任务和阶级关系的变化 ,相继提出了建立民权主义代表制度革命政权、苏维埃模式政权、国防政府政权、人民共和国政权、民主共和国政权等主张和设想 ,最终提出了建立适合中国国情的人民民主政权的主张     

思想政治理论课教学中的“罗森塔尔效应“

通过对教育活动中“罗森塔尔效应”的认识,提出在思想政治理论课教学实践过程中运用“罗森塔尔效应”的要点,再分析“罗森塔尔效应”在思想政治理论课教学中成功实施的条件。     

班干部轮岗制——一种新的育人机制

对于高校的班干部 ,人们更多的理解为是班主任管理班级的工作助手。我们认为 ,“班干部”这一角色本身还隐含着丰富的促进学生自我教育的功能。这种育人功能以普遍而深刻的社会心理为依据。充分认识、挖掘和利用这一特殊的“教育资源”,对于高校实施素质教育 ,全面提高学生的综合素质 ,有着重要的作用     

Benchmarking for small- to medium-sized enterprises

This paper identifies which benchmarking databases are available for small- to medium-sized enterprises and the best way to conduct a benchmarking project given the limiting factors which exist at the present time. First, the meaning of benchmarking and performance measures, and their importance to an enterprise are explained. Second, frameworks for the identification of critical performance measures are considered. Third, different types of industrial benchmarking are identified and defined. Fourth, publicly accessible databases are critically reviewed against the requirements of industrial benchmarking. Fifth, the results of the critical review are presented in tabular form. Sixth, conclusions are drawn as how best to proceed with a benchmarking project at the present time. Seventh, recommendations for how best to address the issues raised by the critical review are presented.