Alternative tests for correct specification of conditional predictive densities

We propose new methods for evaluating predictive densities that focus on the models' actual predictive ability in finite samples. The tests offer a simple way of evaluatingthe correct specification of predictive densities, either parametric or non-parametric.The results indicate that our tests are well sized and have good power in detecting mis-specification in predictive densities. An empirical application to the Survey ofProfessional Forecasters and a baseline Dynamic Stochastic General Equilibrium modelshows the usefulness of our methodology.

Java Specification Request development on a mobile device

Nykyaikaiset Java-teknologiaa sisältävät matkapuhelimet kehittyvät vauhdikkaasti prosessoritehon, muistin määrän sekä uusien käyttöjärjestelmäversioiden tarjoamien ominaisuuksien myötä. Laitteiden näyttöjen koko tulee pysymään pienenä,mutta silti moninaista multimediasisältöä äänen, videon ja kuvan osilta voidaanhuomattavasti parantaa JSR 234:n eli kehittyneen multimedialaajennuksen avulla.Erityisesti edistyneet ääniominaisuudet ovat tervetullut lisä, sillä viime aikojen kehitys matkapuhelimissa on saanut aikaan niiden muuntumisen myös kannettavaksi musiikkisoittimiksi. Diplomityössä JSR 234 -spesifikaation tietty osa kehitettiin ympäristössä, joka koostui Series 60 -ohjelmistoalustankolmannesta versiosta sekä Symbian OS v9.1 käyttöjärjestelmästä. Tuloksena syntynyt Java-rajapinta tarjoaa sovelluskehittäjille yksinkertaisemman lähestymistavan Symbianin efektirajapintaan piilottaen samalla alla olevan käyttöjärjestelmänmonimutkaisuuden. Toteutuksen täytyy olla läpikotaisin testattu, jotta voidaan varmentua sen noudattavan tarkkaan JSR 234 -spesifikaatiota. Työssä on esitelty useita eri testausmenetelmiä tarkoituksena saavuttaa projektissa paras mahdollinen laatu.

Some of the challenges and experiences of formal education in a Mobile-Centric Society (MCS) = Algunos retos y experiencias de la educación formal en la Sociedad Móvil-Céntrica (SMC)

The aim of the paper is to describe some of the challenges faced by schools, or by formal education in general, as a consequence of today"s mobilecentric society (henceforth MCS), the term we will use to denote the new, networked learning ecology that has arisen from the massive penetration of digital media in everyday life. After revisiting some of the ideas of McLuhan and Vygotsky in the light of this new technological scenario, we describe five traits of the MCS and the challenges illustrated through educational practices that we believe schools will face if they wish to preserve their function of individualization and socialization. We believe that despite the emergence of the MCS, the main function of the school is still to provide the"box of tools" (a set of psychological instruments, such as reading, writing, mathematical notation, digital literacy, etc.) that enables people to develop their learning skills and life projects and to become part of communities and groups. However, the complexity and mobility of the new learning environments means that the position held by schools needs to be reevaluated in the face of the informal learning paths and experiences both online and offline to which learners now have access. We also need to reevaluate the meaning of the school itself as an institution and the model of learner it should be training

Capturing diagnosis-timing in ICD-coded hospital data: recommendations from the WHO ICD-11 topic advisory group on quality and safety.

PURPOSE: To develop a consensus opinion regarding capturing diagnosis-timing in coded hospital data. METHODS: As part of the World Health Organization International Classification of Diseases-11th Revision initiative, the Quality and Safety Topic Advisory Group is charged with enhancing the capture of quality and patient safety information in morbidity data sets. One such feature is a diagnosis-timing flag. The Group has undertaken a narrative literature review, scanned national experiences focusing on countries currently using timing flags, and held a series of meetings to derive formal recommendations regarding diagnosis-timing reporting. RESULTS: The completeness of diagnosis-timing reporting continues to improve with experience and use; studies indicate that it enhances risk-adjustment and may have a substantial impact on hospital performance estimates, especially for conditions/procedures that involve acutely ill patients. However, studies suggest that its reliability varies, is better for surgical than medical patients (kappa in hip fracture patients of 0.7-1.0 versus kappa in pneumonia of 0.2-0.6) and is dependent on coder training and setting. It may allow simpler and more precise specification of quality indicators. CONCLUSIONS: As the evidence indicates that a diagnosis-timing flag improves the ability of routinely collected, coded hospital data to support outcomes research and the development of quality and safety indicators, the Group recommends that a classification of 'arising after admission' (yes/no), with permitted designations of 'unknown or clinically undetermined', will facilitate coding while providing flexibility when there is uncertainty. Clear coding standards and guidelines with ongoing coder education will be necessary to ensure reliability of the diagnosis-timing flag.

Is the wage curve formal or informal? Evidence for Colombia

Using microdata from the 2002-2006 Colombian Continuous Household Survey, we find an elasticity of individual wages to local unemployment rates of -0.07. However, the elasticity for informal workers is significantly higher, a result which is consistent with efficiency wage theoretical models and relevant for regional labour markets analysis in developing countries.

A Formal Framework for Specifying, Reusing and Implementing Educational Settings. Second level

Peer-reviewed

Metadata for describing learning scenarios under European Higher Education Area paradigm

In this paper we identify the requirements for creating formal descriptions of learning scenarios designed under the European HigherEducation Area paradigm, using competences and learning activities as the basic pieces of the learning process, instead of contents and learning resources, pursuing personalization. Classical arrangements of content based courses are no longer enough to describe all the richness of this new learning process, where user profiles, competences and complex hierarchical itineraries need to be properly combined. We study the intersection with the current IMS Learning Design specification and theadditional metadata required for describing such learning scenarios. This new approach involves the use of case based learning and collaborativelearning in order to acquire and develop competences, following adaptive learning paths in two structured levels.

Formal Education, Mismatch and Wages After Transition: Assessing the Impact of Unobserved Heterogeneity using Matching Estimators

This paper studies the incidence and consequences of the mismatch between formal education and the educational requirements of jobs in Estonia during the years 1997-2003. We fi nd large wage penalties associated with the phenomenon of educational mismatch. Moreover, the incidence and wage penalty of mismatches increase with age. This suggests that structural educational mismatches can occur after fast transition periods. Our results are robust for various methodologies, and more importantly regarding departures from the exogeneity assumptions inherent in the matching estimators used in our analysis

Revisió del model inclusiu en l’àmbit de l’educació no formal del futbol base a partir del criteri d’agrupació

Recerca centrada en l’anàlisi de característiques concretes de l’educació inclusiva en un entorn d’educació no formal, com és el futbol base. El criteri que s’ha utilitzat per realitzar l’anàlisi són els agrupaments. Des de l’educació inclusiva es promouen els agrupaments heterogenis, una forma d’agrupar a l’alumnat tenint en compte les seves diferències, per tal d’enriquir-se entre tot l’alumnat i treure profit d’elles. A la vegada aquest agrupament es caracteritza per fomentar la igualtat d’oportunitats en l’aprenentatge dels alumnes. En canvi, al futbol base predominen els agrupaments homogenis, distribuint als jugadors segons el seu nivell en diferents equips. A la recerca es fa una comparació entre l’opinió de diferents membres involucrats en el món del futbol base de dues entitats esportives, un club de futbol, on es fan els grups de forma homogènia, i una escola de futbol, on es fan els agrupaments de forma heterogènia. Els resultats mostren que realitzant agrupaments homogenis no s’assegura que tots els jugadors tinguin les mateixes oportunitats d’aprenentatge i que el nivell competencial dels jugadors en edat de formació pot ser un element que fomenti desigualtats en el seu procés d’aprenentatge esportiu.

Learning in later life: participation in formal, non-formal and informal activities in a nationally representative Spanish sample

This article examines the participation of Spanish older people in formal, non-formal and informal learning activities and presents a profile of participants in each kind of learning activity. We used data from a nationally representative sample of Spanish people between 60 and 75 years old (n = 4,703). The data were extracted from the 2007 Encuesta sobre la Participación de la Población Adulta en Actividades de Aprendizaje (EADA, Survey on Adult Population Involvement in Learning Activities). Overall, only 22.8 % of the sample participated in a learning activity. However, there was wide variation in the participation rates for the different types of activity. Informal activities were far more common than formal ones. Multivariate logistic regression indicated that education level and involvement in social and cultural activities were associated with likelihood of participating, regardless of the type of learning activity. When these variables were taken into account, age did not predict decreasing participation, at least in non-formal and informal activities. Implications for further research, future trends and policies to promote older adult education are discussed.

Is the wage curve formal or informal? Evidence for Colombia

The objective of this paper is to analyse the existente or not of a wage curve in Colombia, paying special attention to the differences between formal and informal workers, an issue that has been systematically ignored in the wage curve literature. The obtained results using microdata from the Colombian Continuous Household Survey (CHS) between 2002 and 2006 show the existence of a wage curve with a negative slope for the Colombian economy. Using information on metropolitan areas, the estimates of the elasticity of individual wages to local unemployment rates was -0.07, a value that is very close to those obtained for other countries. However, the disaggregation of statistical information for formal and informal workers has shown significant differences among both groups of workers. In particular, for the less protected groups of the labour market, informal workers (both men and women), a high negatively sloped wage curve was found. This result is consistent with the conclusions from efficiency wage theoretical models and should be taken into account when analysing the functioning of regional labour markets in developing countries.

L"ús del portafolis europeu de les llengües en versió electrònica (ePEL+14) en l"aprenentatge formal i no formal de la llengua i cultura catalanes

Aquest article presenta el Portafolis Europeu de les Llengües en versió electrònica (ePEL+14) validat pel Consell d'Europa l"any 2010. En primer lloc, s"introdueix en que consisteix un portafolis educatiu, com s"ha passat al portafolis electrònic per l"ensenyament de llengües. En segon lloc, es descriu aquest nou portafolis electrònic europeu adreçat a l"aprenentatge de llengües i cultures, que pot ser utilitzat com a suport de l"ensenyament de llengües, com a instrument transversal per fomentar l"autonomia de l"aprenent de llengües cap a l"adquisició progressiva dels nivells del Marc Comú Europeu de Referència per a les Llengües (MCER) o com a eina d"auto-aprenentatge de les competències lingüístiques assolides per part de l"aprenent de llengües autònom. En darrer lloc, s"extreuen algunes conclusions preliminars de l"experiència d"incorporar l"ePEL+14 en els Erasmus Intensive Language Courses (EILC) de llengua catalana de la Xarxa Vives d"Universitats.

Learning in Digital Media: the legacy of McLuhan and his Impact on Formal Education

This paper describes a bibliographic analysis of the vision of Marshal McLuhan and the vision adopted by diverse current authors regarding the use of new interactive learning technologies. The paper also analyzes the transformation that will have to take place in the formal surroundings of education in order to improve their social function. The main points of view and contributions made by diverse authors are discussed. It is important that all actors involved in the educational process take in consideration these contributions in order to be ready for future changes.

Estudi sobre el perfil de persones grans amb dependència del servei d'ajuda a domicili del Consell Comarcal d'Osona i el tipus de suport formal i informal

The aim of this study is to determine the profile of dependent elderly people users of the home care services (SAD) of the regional council in Osona (Consell Comarcal d´Osona) , and the characteristics of formal and informal types of support they use. Methodology. An observational study of a transversal format has been carried out, with retrospective and descriptive purposes. The target population is 63 people (26 men and 37 women) included in the program of the regional SAD They have a recognized dependence grade approved by the law 39 /2006, December 14th , promoting the individual autonomy and care of elderly people in a dependent situation. The data were collected by social workers of basic social services, first with a home visit and followed by handed out questionnaires, specifically designed for this study, in order to obtain information on socio-demographic characteristics, and the type of support formal and informal. The obtained results on the SAD users are women in a 58.7% and a 41.3 % are men. The 84% of the total sampling are 80 years old and more, being the average age of 85.2 years old. 45% of them are married, 41% are widows and widowers and 14% are single. 54% are rated with severe dependence (grade II), 42.8% with high dependence (grade III). 86% live accompanied. 100% have an informal caregiver and a 95% of the times, the caregiver is a relative who in 73% of the cases the dedication time is permanent. The coverage of the SAD has an average of 4.27 hours per week and per user. The formal services most used are the technical (62%), also the assessment of an occupational therapist at home (57%) and the telecare service in a (56%). Conclusions. The SAD is used primarily for women in an advanced age and severe dependence. The informal assistance structures have an informal caregiver, being a member of the family mostly, living with the dependent, and mainly in a permanent dedication basis. The SAD has a varied intensity in each case. The formal support services complementary to the SAD, are largely used in all cases.

Percepciones de distintos agentes sociales acerca de la educación formal de los chicos y chicas tutelados

This article examines the education of children and young people in public care and the available data about their situation from several conceptual perspectives.We present a qualitative empirical study on how a sample of care leavers perceives this situation as well as the stakeholders involved in the public care process: managers of services and nominated adults by young people. We present results from a total of 96 interviews conducted in Catalonia. The young people interviewed (N = 35) were between 19 and 22 years old and were selected among those who at the age of 16 were still in care and had good academic results and the capacity andmotivation to continue studying. These young people were interviewed twice, the second a year after to follow the achievement of their training plans. The resultsshow their perception concerning the circumstances that make it easier or difficult to continue studying. Moreover, the results show the matches, mismatches anddiversity among their answers and those of other stakeholders interviewed about what factors facilitate and difficult the education. These results suggest the need for an in-depth review on the representations about the formal education of children in care from professionals and care policies, and how they address the support they need to participate in education