Labor Market Signaling and Self-Confidence: Wage Compression and the Gender Pay Gap

I extend Spence's signaling model by assuming that some workers are overconfident-they underestimate their marginal cost of acquiring education-and some are underconfident. Firms cannot observe workers' productive abilities and beliefs but know the fractions of high-ability, overconfident, and underconfident workers. I find that biased beliefs lower the wage spread and compress the wages of unbiased workers. I show that gender differences in self-confidence can contribute to the gender pay gap. If education raises productivity, men are overconfident, and women underconfident, then women will, on average, earn less than men. Finally, I show that biased beliefs can improve welfare.

Self, mémoire épisodique et narration chez l'enfant de 6 à 9 ans

Le self est une notion polysémique qui fait l'objet d'un consensus relatif dans plusieurs domaines, dont la psychologie du développement. Elle rend compte de la faculté de s'éprouver le même au fil du temps et de distinguer le « je » qui regarde du « moi » regardé. C'est le garant d'un sens de soi plus ou moins cohérent au fil du temps, en dépit des changements qui surviennent au cours de la vie. Le self combine des processus de réflexivité et d'intersubjectivité. Nous en avons analysé trois composantes fonctionnelles : la mémoire de travail, la mémoire épisodique et la narration, à partir d'un protocole expérimental témoignant de son ontogenèse chez des enfants de 6 à 9 ans (n=24 répartis en deux groupes de 6‐7 et 8-9 ans). Nous avons créé le « jeu informatique du lutin » qui propose un parcours semiorienté dans un monde imaginaire. C'est une narration de soi, opérant la mise en sens des temporalités et des espaces auxquels les événements se réfèrent. Deux semaines après cette « aventure », on recueille la narration des souvenirs épisodiques de cette histoire. Nous avons également utilisé un test de mémoire de travail visuospatiale non verbale. Des différences développementales affectent les dimensions narratives de la mémoire de l'épisode du jeu, comme l'efficacité de la mémoire de travail visuospatiale. Ces développements témoignent d'une augmentation de « l'épaisseur temporelle de la conscience» entre 6 et 9 ans. L'épaisseur de la conscience renvoie fondamentalement à la faculté du self de vivre le temps dans une cyclicité incluant le passé, le présent et le futur anticipé. Le développment observé élargit les possibilités de mettre en lien des mémoires et des scénarios futurs, tout comme les mises en sens des relations aux autres et à soi-­même. Self is a polysemic concept of common use in various scientific fields, among which developmental psychology. It accounts for the capacity to maintain the conviction to be « oneself », always the same through circumstances and throughout my life. This important function contributes in maintaining coherence and some sorte of Ariadne's thread in memory. To analyse the ontogeny of the self, we have focused upon three components : working memory, episodic memory and narration in children aged between 6 and 9 years. We used a non verbal working memory task. It was completed by a video game specially designed for our purpose, in which children were engaged in moving an elf in a landscape changing through seasons, in order to deliver a princess from a mischievous wizard. Two weeks after the game, the children had to tell what happened while they moved the elf. It is a self-narrative that creates a link‐up of temporality and spaces to which the events refer. The narrated episode was assessed for its coherence and continuity dimensions. Developmental differences affect the narrative dimensions of the memory of the episode of the game, as the effectiveness of visuospatial working memory. These developments show an increase in "temporal thickness of consciousness" between 6 and 9 years. The thickness of consciousness basically refers to the ability of the self to live in a cyclical time including past, present and anticipated future. The observed development broadens the possibilities to link memories and future scenarios, like setting sense of relations with others and with oneself.

Self-rule Index for Local Authorities (Release 1.0)

Local autonomy is a highly valued feature of good governance. The continuous attempts of many European countries to strengthen the autonomy of local government show the importance given to decentralisation and far-reaching competences at the lowest units of a state. Measuring and comparing local autonomy, however, has proven to be a difficult task. Not only are there diverging ideas about the core elements of local autonomy, there are also considerable difficulties to apply specific concepts to different countries. This project suggests a comprehensive methodology to measure local autonomy. It analyses 39 European countries and reports changes between 1990 and 2014. A network of experts on local government assessed the autonomy of local government of their respective countries on the basis of a common code book. The eleven variables measured are located on seven imensions and can be combined to a "Local Autonomy Index" (LAI). The data show an increase of local autonomy between 1990 and 2005, especially in the new Central and Eastern European countries. Countries with a particularly high degree of local autonomy are Switzerland, the Nordic countries, Germany and Poland.

Bio-inspired Mechanisms for Artificial Self-organised Systems

Self-organization is a growing interdisciplinary field of research about a phenomenon that can be observed in the Universe, in Nature and in social contexts. Research on self-organization tries to describe and explain forms, complex patterns and behaviours that arise from a collection of entities without an external organizer. As researchers in artificial systems, our aim is not to mimic self-organizing phenomena arising in Nature, but to understand and to control underlying mechanisms allowing desired emergence of forms, complex patterns and behaviours. Rather than attempting to eliminate such self-organization in artificial systems, we think that this might be deliberately harnessed in order to reach desirable global properties. In this paper we analyze three forms of self-organization: stigmergy, reinforcement mechanisms and cooperation. The amplification phenomena founded in stigmergic process or in reinforcement process are different forms of positive feedbacks that play a major role in building group activity or social organization. Cooperation is a functional form for self-organization because of its ability to guide local behaviours in order to obtain a relevant collective one. For each forms of self-organisation, we present a case study to show how we transposed it to some artificial systems and then analyse the strengths and weaknesses of such an approach

Modeling reaction kinetics and mass transfer in ozonation in water solutions

This dissertation is based on four articles dealing with modeling of ozonation. The literature part of this considers some models for hydrodynamics in bubble column simulation. A literature review of methods for obtaining mass transfer coefficients is presented. The methods presented to obtain mass transfer are general models and can be applied to any gas-liquid system. Ozonation reaction models and methods for obtaining stoichiometric coefficients and reaction rate coefficients for ozonation reactions are discussed in the final section of the literature part. In the first article, ozone gas-liquid mass transfer into water in a bubble column was investigated for different pH values. A more general method for estimation of mass transfer and Henry’s coefficient was developed from the Beltrán method. The ozone volumetric mass transfer coefficient and the Henry’s coefficient were determined simultaneously by parameter estimation using a nonlinear optimization method. A minor dependence of the Henry’s law constant on pH was detected at the pH range 4 - 9. In the second article, a new method using the axial dispersion model for estimation of ozone self-decomposition kinetics in a semi-batch bubble column reactor was developed. The reaction rate coefficients for literature equations of ozone decomposition and the gas phase dispersion coefficient were estimated and compared with the literature data. The reaction order in the pH range 7-10 with respect to ozone 1.12 and 0.51 the hydroxyl ion were obtained, which is in good agreement with literature. The model parameters were determined by parameter estimation using a nonlinear optimization method. Sensitivity analysis was conducted using object function method to obtain information about the reliability and identifiability of the estimated parameters. In the third article, the reaction rate coefficients and the stoichiometric coefficients in the reaction of ozone with the model component p-nitrophenol were estimated at low pH of water using nonlinear optimization. A novel method for estimation of multireaction model parameters in ozonation was developed. In this method the concentration of unknown intermediate compounds is presented as a residual COD (chemical oxygen demand) calculated from the measured COD and the theoretical COD for the known species. The decomposition rate of p-nitrophenol on the pathway producing hydroquinone was found to be about two times faster than the p-nitrophenol decomposition rate on the pathway producing 4- nitrocatechol. In the fourth article, the reaction kinetics of p-nitrophenol ozonation was studied in a bubble column at pH 2. Using the new reaction kinetic model presented in the previous article, the reaction kinetic parameters, rate coefficients, and stoichiometric coefficients as well as the mass transfer coefficient were estimated with nonlinear estimation. The decomposition rate of pnitrophenol was found to be equal both on the pathway producing hydroquinone and on the path way producing 4-nitrocathecol. Comparison of the rate coefficients with the case at initial pH 5 indicates that the p-nitrophenol degradation producing 4- nitrocathecol is more selective towards molecular ozone than the reaction producing hydroquinone. The identifiability and reliability of the estimated parameters were analyzed with the Marcov chain Monte Carlo (MCMC) method. @All rights reserved. No part of the publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the author.

Recerca avaluativa sobre el programa “LÍMITS”

Des de la comunitat científica s’ha posat de manifest la necessitat d’avaluar els programes d’intervenció per a la millora de la parentalitat, especialment en el context de la infància i adolescència en risc. En aquesta recerca es presenten els resultats de l’avaluació del programa Límits aportant evidències d’eficàcia i efectivitat, que permeten identificar i descriure les seves fortaleses, així com també aquells elements que poden ser objecte de millora. El programa Límits és una proposta estructurada d’intervenció preventiva de caire selectiu amb grups de famílies de joves d’entre 14 i 18 anys que passen pel circuit de la justícia juvenil. El programa ha estat funcionant des del 2007, en diverses edicions, a tot el territori català aplegant una experiència i trajectòria remarcable que ha incidit en 351 persones i 245 famílies. El programa consta de vuit sessions en grup d’entre dotze i quinze participants, dinamitzat per dos monitors, en les que es treballen diferents estratègies a partir de l’abordatge de continguts relacionats amb les relacions i els lligams, la comunicació, els conflictes, l’establiment de normes i la disciplina. Per dur a terme l’avaluació del programa Límits s’ha partit d’un disseny quasi-experimental, pretest–postest aplicat a un grup programa (GP) i a grup col·laborador (GC) i de manera diferida (dos mesos després de la seva finalització) només al GP per constatar si s’han assolit els resultats previstos. Quan s’analitza l’evolució del GP s’observen millores en les habilitats d’autocontrol de les emocions, el reforç positiu i les relacions familiars. Tanmateix, des del punt de vista de les famílies no s’han observat canvis significatius en la millora de la percepció d’auto eficàcia del rol parental respecte el GC abans i després del programa. La percepció majoritària és que els objectius que planteja el programa són excessivament ambiciosos i en conseqüència, difícilment assolibles. Els responsables consideren que, en alguns casos, el perfil de famílies derivades al programa no és el més adequat perquè presenten problemàtiques molt més agudes a les desitjables per aquest tipus d’intervenció. Com a punts forts, es destaca que el programa és útil als ulls dels responsables i tècnics perquè genera una presa de consciència del problema i de la necessitat de canvi per part de les famílies. Els participants diuen transferir a la vida real algunes habilitats apreses especialment la comunicació i millora de les relacions familiars. Els tècnics aplicadors coincideixen amb la percepció de les famílies tot i declarar percentatges lleugerament inferiors. També és vist com un complement professional a la seva tasca que ajuda a fer un millor seguiment dels casos, i permet seguir treballant amb posterioritat amb les famílies.

Investigación evaluativa sobre el programa "LÍMITES"

Desde la comunidad científica se ha puesto de manifiesto la necesidad de evaluar los programas de intervención para la mejora de la parentalidad, especialmente en el contexto de la infancia y la adolescencia en riesgo. En esta investigación se presentan los resultados de la evaluación del programa Límites aportando evidencias de eficacia y efectividad, que permiten identificar y describir sus fortalezas, así como también aquellos elementos que pueden ser objeto de mejora. El programa Límites es una propuesta estructurada de intervención preventiva de carácter selectivo, con grupos de familias de jóvenes de entre 14 y 18 años que pasan por el circuito de la justicia juvenil. El programa ha estado funcionando desde 2007 en todo el territorio catalán, y ha incidido en un total de 351 personas y 245 familias. El programa consta de ocho sesiones en grupo en las que se trabajan contenidos relacionados con las relaciones y los vínculos, la comunicación, los conflictos, el establecimiento de normas y la disciplina. Para llevar a cabo la evaluación del programa Límites se ha partido de un diseño cuasi-experimental, pretest-postest aplicado a un grupo programa (GP) y grupo colaborador (GC) y de manera diferida (dos meses después de su finalización) sólo en el GP, para constatar si se han alcanzado los resultados previstos. Cuando se analiza la evolución del GP se observan mejoras en las habilidades de autocontrol de las emociones, el refuerzo positivo y las relaciones familiares. Sin embargo, desde el punto de vista de las familias no se han observado cambios significativos en la mejora de la percepción de auto eficacia del rol parental respecto al GC antes y después del programa. La percepción mayoritaria es que los objetivos que plantea el programa son excesivamente ambiciosos y en consecuencia, difícilmente alcanzables. Los responsables consideran que, en algunos casos, el perfil de familias derivadas al programa no es el más adecuado puesto que presenten problemáticas mucho más agudas a las deseables para este tipo de intervención. Como puntos fuertes, se destaca que el programa es útil a los ojos de los responsables y técnicos porque genera una toma de conciencia del problema y de la necesidad de cambio por parte de las familias. Los participantes dicen transferir a la vida real algunas habilidades aprendidas, especialmente la comunicación y mejora de las relaciones familiares. Los técnicos aplicadores coinciden con la percepción de las familias, a pesar de declarar porcentajes ligeramente inferiores. También es visto como un complemento profesional a su tarea que ayuda a hacer un mejor seguimiento de los casos, y permite seguir trabajando con posterioridad con las familias.

Metacognitive presence in asynchronous online learning environments : self, mutual and hetero-regulation

Peer-reviewed

Is Self-employment a Way to Escape from Skill Mismatches?

During the last two decades, skill mismatches have become one of the most important issues of policy concern in the EU (European Commission, 2008). Hence, the literature has stressed the necessity to reduce skill mismatches. We contribute to this literature by analyzing the impact of the transition from salaried employment to self-employment on self-reported skill mismatches. To do so, we resort to the European Community Household Panel (ECHP) covering the period 1994–2001. Using panel data, we track individuals over time and measure their self-reported skill mismatch before and after the transition. Our empirical findings indicate not only that the average self-employee is less likely to declare being skill-mismatched but also that those individuals who transit from salaried employment to self-employment reduce their probability of skill mismatches after the transition. Keywords: Self-employment, skill mismatches, salaried employment. JEL Classification: L26, J24, B23 __________________________

When culture does (not) matter: role models and self-efficacy as drivers of entrepreneurial behavior

The correlation between facets of national culture and startup activities has received confirmation in empirical research while many mechanisms behind the correlation remain unclear. We study the interplay between the individualism-collectivism orientation of national culture, the incidence of entrepreneurial role models and selfefficacy understood as the perception of possessing relevant skills and knowledge to become a successful entrepreneur. We find that exposure to entrepreneurial role models offsets self-efficacy as a driver of entrepreneurial intentions. The effect is magnified by the individualistic character of the national culture. Key words: entrepreneurial intentions, role models, self-efficacy, individualism, multilevel regressions

Transcending the self in immersive virtual reality

Cognitive neuroscientists have discovered various experimental setups that suggest that our body representation is surprisingly flexible, where the brain can easily be tricked into the illusion that a rubber hand is your hand or that a manikin body is your body. These multisensory illusions work well in immersive virtual reality (IVR). What is even more surprising is that such embodiment induces perceptual, attitudinal and behavioural changes that are concomitant with the displayed body type. Here we outline some recent findings in this field, and suggest that this offers a powerful tool for neuroscience, psychology and a new path for IVR.

Validated spectrofluorometric method for determination of gemfibrozil in self nanoemulsifying drug delivery systems (SNEDDS)

A spectrofluorometric method has been developed and validated for the determination of gemfibrozil. The method is based on the excitation and emission capacities of gemfibrozil with excitation and emission wavelengths of 276 and 304 nm respectively. This method allows de determination of the drug in a self-nanoemulsifying drug delivery system (SNEDDS) for improve its intestinal absorption. Results obtained showed linear relationships with good correlation coefficients (r(2)>0.999) and low limits of detection and quantification (LOD of 0.075 μg mL(-1) and LOQ of 0.226 μg mL(-1)) in the range of 0.2-5 μg mL(-1), equally this method showed a good robustness and stability. Thus the amounts of gemfibrozil released from SNEDDS contained in gastro resistant hard gelatine capsules were analysed, and release studies could be performed satisfactorily.

Lukion opettajien ääni - Aineenopettajien käsityksiä muutoksista ja visioista lukiossa

Tulevaisuusorientaatio on tullut entistä tärkeämmäksi myös koulumaailmassa johtuen yhteiskunnassa nopeasti eteen tulevista muutoksista. On myös esitetty epäilyjä, että tulevaisuuteen reagoimisessa heikoin tilanne olisikin juuri kuntatason päätöksenteossa. Ymmärrys ja tieto opettajan työstä nimenomaan opettajan omasta perspektiivistä tarkasteltuna mahdollistavat lähtökohdan ja edellytykset todelliselle koulun uudistamiselle. Peruskysymys, johon tässä tutkimuksessa etsittiin vastausta oli: Millaisia ovat lukion aineenopettajien käsitykset lukion muutosprosesseista ja miten he visioivat oman lukionsa ja yleensä lukioiden tulevaisuutta? Aineiston keruu osui ajankohtaan, joka oli hyvin otollinen tulevaisuuden tarkasteluun, sillä uusi opetussuunnitelma otettiin käyttöön kaikissa Suomen lukioissa viimeistään lukuvuonna 2005-2006. Tutkimuksessa oli mukana kaksi hyvin erilaista lukiota Länsi-Suomen läänistä eli pieni maaseudun lukio ja hyvin suuri kaupunkilukio. Tutkimusaineiston keruu eteni kaksivaiheisesti: informoitu kysely ja teemahaastattelu. Tutkimusjoukon suuruus oli yhteensä 20, joista puolet oli miehiä ja puolet naisia. Aineenopettajien käsityksiä muutoksista ja visioista tutkittiin fenomenografisen tutkimusotteen avulla. Fenomenografiassa kiinnostuksen kohteena ovat ihmisten erilaiset käsitykset todellisuudesta ja näin saatava ymmärrys tavoista, joilla ihmiset kokevat tilanteita ja maailmaa. Organisaation muutosprosesseja voidaan kutsua myös oppimiseksi. Tutkimuksen oppivan organisaation näkökulmat perustuivat juuri yhteistyössä tapahtuvaan yhteisen toiminnan kehittämiseen. Aineenopettajien käsityksiä työyhteisöstään tarkasteltiin seuraavista oppivan organisaatiomallin näkökulmista: vuorovaikutus, päätöksenteko sekä rehtorin ja aineenopettajan rooli ja asema työyhteisössä. Aineenopettajien keskeisimmät käsitykset muutoksista lukiossa viime vuosina kohdistuivat aineenopettajan ammattirooliin ja lukio-opiskelijaan sekä opiskelijalta vaadittaviin lukio-opintoihin. Muutokset ammattiroolissa korostavat tutkimustulosten perusteella aineenopettajilta vaadittavia muitakin kuin opetettavien aineiden hallintataitoja. Suoranaista ammattitaidon puutetta opettajat kokivat varsinkin ryhmänohjaustehtävien yhteydessä, osittain myös uusien oppimisympäristöjen, esimerkiksi verkkopedagogisten taitojen, yhteydessä. Opettajien lisäkoulutuksen tarve koetaan konkreettisena, mutta sekä koulutusten sisältöihin, järjestelyihin ja ajankohtiin että koulun sijais- ym. järjestelyihin kaivattaisiin parannuksia. Verrattuna aikaisempiin tutkimuksiin näyttäisi siltä, että luokaton lukio on saanut opettajat enenevässä määrin huolestumaan opiskelijoiden syrjäytymisriskistä ja hyvinvoinnista. Opiskelijoiden syrjäytymisriskin kasvu lukio-opintojen aikana nouseekin yhdeksi lukion pessimistiseksi skenaarioksi. Muista pessimistisistä skenaarioista lukiolle, jotka saattoi johtaa tutkimustuloksista, voidaan mainita työyhteisön demokratiavajeen syveneminen sekä opetussuunnitelmasisältöjen ja ylioppilastutkintovaatimusten välisen kuilun syveneminen. Aineenopettajien käsitykset oman lukionsa visioista olivat sisällöiltään pääosin välineellisiä ja ne kohdentuivat kaikki opiskelijoihin. Esimerkiksi työyhteisöllisiä kehittämisajatuksia ei visioissa ilmennyt. Myöskään visioinnin dynaamisuus ei aineistossa korostunut. Aineenopettajien käsitykset visioiden arvopohjasta heijastivat perinteistä suomalaista arvomaailmaa eli itsekuria, velvollisuudentuntoa, kuuliaisuutta esivaltaa kohtaan ja perinteisten arvojen kunnioittamista. Sen sijaan antiikista perityviä Sokrateen edustamia keskustelua ja auktoriteettien kyseenalaistamista ei arvoissa ilmennyt, eikä myöskään uusliberalistista individualismia. Käsitykset visioiden synnystä näyttävät parhaiten selittävän opettajan muita käsityksiä liittyen visioon, visiointiin ja työyhteisöllisiin vaikutusmahdollisuuksiin sekä opettajan tulevaisuusorientoitumiseen.. Käsitykset vision syntytaustasta voidaan jakaa seuraaviin pää- ja alakategorioihin: 1. auktoriteettikeskeinen visiointi: johdon linjaus tai valtakunnallinen linjaus, 2. yhteisökeskeinen visiointi: yhteisöllinen linjaus tai toiminnallinen linjaus ja 3. yksilökeskeinen visiointi. Pessimistisimmiksi eli vähiten tulevaisuusorientoituneiksi opettajiksi työyhteisössä osoittautuivat ne opettajat, jotka pitivät oman lukionsa visiota koulun johdon sanelemana. Monet teoriat oppivasta organisaatiosta korostavat johtajuuden merkitystä työyhteisöä kehitettäessä. Johtajuuden merkitys nousi tämänkin tutkimuksen aineistosta keskeisesti esiin. Pyrkimystä kohti oppivaa organisaatiota opettajien puheista löytyy paljonkin, esimerkkeinä viittaukset johtajuuden ja vuorovaikutustapojen kehittämistarpeisiin. Sen sijaan opettajien puheet omista työyhteisöllisistä kehittymistarpeistaan, ns. alaistaidot, jäivät vähäisiksi. Tutkimustuloksista on luotu sovellusmalli kouluyhteisöjen visioinnin ja muun kehittämistyön tueksi.

Fourier self-deconvolution in coherent anti-Stokes Raman scattering spectrum analysis

Coherent anti-Stokes Raman scattering (CARS) microscopy is rapidly developing into a unique microscopic tool in biophysics, biology and the material sciences. The nonlinear nature of CARS spectroscopy complicates the analysis of the received spectra. There were developed mathematical methods for signal processing and for calculations spectra. Fourier self-deconvolution is a special high pass FFT filter which synthetically narrows the effective trace bandwidth features. As Fourier self-deconvolution can effectively reduce the noise, which may be at a higher spatial frequency than the peaks, without losing peak resolution. The idea of the work is to experiment the possibility of using wavelet decomposition in spectroscopic for background and noise removal, and Fourier transformation for linenarrowing.