Parent decision-making when selecting schools: The case of Nepal

This paper analyzes the parent decision-making processes underlying school selection in Nepal. The analysis is based on primary survey and focus group data collected from parent meetings in diverse local education markets in two districts of Nepal in 2011. It highlights three main arguments that are less frequently discussed in the context of school choice, including in developing countries. First, children who go to public schools play a significant role in their own decision-making on schooling; this complicates the currently predominant conceptualization that schooling decisions are primarily made by parents and school officials. Second, the gradual growth in private schools has led to significant sorting of students and created a stigma around public education. Finally, in contexts such as Nepal, that suffer from political conflict, and poor conditions for law and order, a school’s proximity to their home becomes a greater priority for students and families.     

Movie Stars and the Volatility of Movie Revenues

Research has found conflicting results regarding the profitability of movies that have big-name stars. Why then, are stars selected to act in movies? Using the concepts of risk, volatility, and brand loyalty, this research proposes that although stars may not guarantee profits, their presence results in lower weekly revenue volatility. Using a database comprising 41 stars and their presence in 467 movies from over a 26-year period, this study finds broad support for this hypothesis.     

Evaluating the impact of early years educational reform in Wales to age seven: the potential use of the UK Millennium Cohort Study

Early years education has received considerable attention in recent years, particularly as a result of longitudinal studies that demonstrate the importance of the first few years in a child’s development and educational experience. In 2004, a new approach to early years education, the Foundation Phase, was introduced in Wales. This is a major flagship policy of the recently devolved Welsh Government, and marks a radical departure from the more assessment-driven competency-based approaches to early childhood education that existed prior to the Foundation Phase. Studying approximately 2000 children in Wales who are part of the UK Millennium Cohort Study (MCS), all born in 2000–2001 we investigate the potential impact of the Foundation Phase pilot on a range of key academic and well-being outcome measures. Compared with other children, those attending a Foundation Phase pilot school tended to have lower scores in a number of academic assessments at age seven and lower subjective well-being, in terms of their attitudes to learning and well-being at school. We consider these surprising, yet concerning, results in the context of the methodological limitations to this analysis and propose how the MCS can be further used to substantiate these findings.     

LP(a) phenotypes and levels in angiographically proven coronary heart disease patients and controls

Lipoprotein Lp(a) excess has been identified as a powerful predictor of premature atherosclerotic vascular diseases. To evaluate this in a North-Indian population, 130 CAD patients and 130 controls were analyzed. The size of the apo(a) phenotypic isoforms was inversely proportional to Lp(a) concentrations. The mean concentration of Lp(a) in the CAD patients was 42±34 mg/dl whereas in the normal subjects it was much lower, 27±27 mg/dl. 157 subjects out of the total 260 subjects showed plasma levels of >20mg/dl. The frequency of high Lp(a) levels was much higher in patients(73%) than controls (43%). These data suggest (1) that there is heterogeneity of the Lp(a) polymorphism, (2) Higher Lp(a) levels were found in patients than in the controls, (3) Patients showed 1.5 fold increase in Lp(a) levels as compared to the controls. We conclude that low molecular weight apo(a) isoforms are significantly associated with increased risk of CAD in the North-Indian population.     

Hollywood studio filmmaking in the age of Netflix: a tale of two institutional logics

Journal of Cultural Economics - Online streaming services are challenging long-standing decision-making processes in the traditional motion picture industry, thus placing Hollywood major studios at...     

Decoding and sight-word naming: Are they independent components of word recognition skill?

Word recognition skill is the foundation of the reading process. Word recognition could be accomplished by two major strategies: phonological decoding and sight-word reading, the latter being a marker for proficient reading. There is, however, a controversy regarding the relationship between decoding and sight-word reading, whether the two are independent or the latter is built on the foundations of the former. A related controversy about instructional strategy could be whether to use whole-word method to improve word recognition skills, or to first build decoding skills and then introduce sight words. Five goals were set up to address these issues: (a) developing a criterion that can be used easily by classroom teachers to assess sight-word reading ability, (b) examining this relationship between decoding and sight-word reading, (c) identifying the mechanism that can explain the relationship, (d) examining factors that facilitate sight-word reading, and (e) discussing potential instructional implications of these findings. In order to accomplish these goals, naming time and word-naming accuracy of three groups of subjects (elementary school children, children identified as having reading disability, and college students) were studied by using a variety of verbal materials. The over-all conclusions are that the difference in naming time of letters and words can be used as a metric for assessing sight-word reading skill. Sight-word reading appears to be intimately related to decoding. Sight-word reading is accomplished by parallel processing of constituent letters of words and is influenced also by the semantic nature of words. It is conjectured that sight-word reading instruction is likely to be successful if decoding skills are firmly established first.