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Long-run changes in living standards occupy an important place in development and growth economics, as well as in economic history. An extensive literature uses heights to study historical living standards. Most historical heights data, however, come from selected subpopulations such as volunteer soldiers, raising concerns about the role of selection bias in these results. Variations in sample mean heights can reflect selection rather than changes in population heights. A Roy-style model of the decision to join the military formalizes the selection problem. Simulations show that even modest differential rewards to the civilian sector produce a military heights sample that is significantly shorter than the cohort from which it is drawn. Monte Carlos show that diagnostics based on departure from the normal distribution have little power to detect selection. To detect height-related selection, we develop a simple, robust diagnostic based on differential selection by age at recruitment. A companion paper (H. Bodenhorn, T. Guinnane, and T. Mroz, 2017) uses this diagnostic to show that the selection problems affect important results in the historical heights literature.

Although very significant and applicable, there have been no formal justifications for the use of Monte‐Carlo models and Markov chains in evaluating hospital admission decisions or concrete data supporting their use. For these reasons, this research was designed to provide a deeper understanding of these models. The purpose of this paper is to examine the usefulness of a computerized Monte‐Carlo simulation of admission decisions under the constraints of emergency departments.

The authors construct a simple decision tree using the expected utility method to represent the complex admission decision process terms of quality adjusted life years (QALY) then show the advantages of using a Monte‐Carlo simulation in evaluating admission decisions in a cohort simulation, using a decision tree and a Markov chain.

After showing that the Monte‐Carlo simulation outperforms an expected utility method without a simulation, the authors develop a decision tree with such a model. real cohort simulation data are used to demonstrate that the integration of a Monte‐Carlo simulation shows which patients should be admitted.

This paper may encourage researchers to use Monte‐Carlo simulation in evaluating admission decision implications. The authors also propose applying the model when using a computer simulation that deals with various CVD symptoms in clinical cohorts.

Aside from demonstrating the value of a Monte‐Carlo simulation as a powerful analysis tool, the paper's findings may prompt researchers to conduct a decision analysis with a Monte‐Carlo simulation in the healthcare environment.

Population aging in many countries has become a fundamental concern of public policy. One reason is fears that increasing numbers of elderly will place disproportionate burdens on their children in order to fund public pensions and health-related services. This analysis first discusses basic principles for assessing this question of intergenerational fairness. It then applies an empirically-based overlapping cohort dynamic microsimulation model for a quantitative analysis of the flows of taxes and cash and in-kind transfers for successive birth cohorts. The simulations cover both exogenous factors – specifically trends in life expectancy and the strength of the economy, and policy-related factors – specifically raising the age of entitlement to public pensions from age 65 to 70, and price versus relative wage indexing. The analysis concludes, among other points, that intergenerational differences are significantly smaller than intra-generational variations, and that the parents of the baby-boom generation are likely to benefit from the largest lifetime net transfers of any birth cohort from 1890 to 2010.

This paper uses a lifetime income simulation model to examine the effects on inequality and progressivity of extending the time period over which income is measured. The income tax schedule typically displays increasing marginal rates, and there is a substantial amount of relative income mobility, along with a systematic variation in average incomes over the life cycle of the cohort. Simulations show that progressivity and inequality measures can often move in opposite directions, both over time for annual accounting periods, and as the length of period is gradually increased. The relationship between summary measures is complicated by the role of the aggregate tax ratio, in addition to the re‐ranking that can occur in the larger period framework. Some tax structures are found to increase in progressivity, while others show less progressivity, as the time period increases. Re‐ranking is found to increase as the accounting period increases: it is higher and increases more rapidly as the accounting period is increased for tax structures displaying more steeply rising rate structures.

The purpose of this paper is to identify a business simulation appropriate for MEng Engineering students. The selection was based on the following factors; exploring methods for evaluating potential software and enhancing the learner experience.

An interdisciplinary project team was formed to try and resolve the pedagogic, technical and business aspects that would need to be addressed in order to implement such software within the programme. Tools included a questionnaire to assess the potential enhancement of employability skills and a usability questionnaire on ease of use. These were supplemented with discourse on technical and pedagogic issues.

After the initial scoping study, the findings indicated that two business simulation software packages had potential. These were “Marketplace – Venture Strategy” and “SimVenture”. Marketplace proved to be the most suitable in terms of the pedagogic and technical requirements.

The authors were not able to fully trial each simulation over the recommended duration of play because of practical time constraints and they did not have any student contribution to the process. Findings will need to be verified with the piloting cohort of students. Further pedagogic research could be carried out to evidence the enhancement to the student learning experience.

This study is valuable because it purposefully uses an interdisciplinary team comprising expertise in teaching and learning, technology, business and sector knowledge. This was vital in the decision‐making process. It is also valuable in its development of generic methods and tools to measure and evaluate software suitability in relation to usability and employability skills.

Educational policies are widely recognized as the means par excellence to equalize opportunities among children with different social and family backgrounds and to promote intergenerational mobility. In this chapter, we focus on the French case and we apply the opportunity equalization criterion proposed by Andreoli, Havnes, and Lefranc (2019) for evaluating the effect of rising compulsory schooling requirements in secondary education. Our results show that such education expansion has a limited redistributive effect on students’ earnings distribution. Nonetheless, we provide evidence of opportunity equalization among groups of students defined by family background circumstances.

The purpose of this paper is to identify the existing literature on the wide range of operations research (OR) studies applied to healthcare, and to classify studies based on application type and on the OR technique employed. The scope of the review is limited to studies which have been undertaken in the UK, and to papers published since the year 2000.

In total, 142 high‐quality journal and conference papers have been identified from ISI Web of Knowledge data base for review and analysis.

The findings categorise the OR techniques employed, and analyse the application type, publication trends, funding, and software packages used in the twenty‐first century in UK healthcare. Publication trends indicate an increasing use of OR techniques in UK healthcare. The findings show that, interestingly, the distribution of the OR techniques employed is not uniform; the majority of studies focus on simulation, either as the only technique employed or as one element of a multi‐method approach.

Several studies have focused on the use of simulation in healthcare modelling, but none has methodologically reviewed the use of the full range of OR techniques. This research is likely to benefit healthcare decision makers since it will provide them with an overview of the different studies that have utilised multiple OR techniques for investigating problems in the stated domain.

There is a need to provide more effective learning experiences for higher education (HE) students in transdisciplinary contexts such as disasters and emergency management. While much has been written on the value of simulation exercises (SEs) for emergency management practitioners, research has focussed less on their value for HE students. The purpose of this paper is to identify how a practitioner-oriented framework for the design and use of SEs in emergency management is relevant to the HE context and how this framework may need to be adapted to support effective learning by HE students.

An interpretive approach based on a qualitative content analysis of 16 semi-structured interviews with emergency management practitioners and educators is used to enable an in-depth understanding of the social phenomena to be obtained.

The paper highlights that a framework for the design and use of SEs for emergency management practitioners is potentially valuable in the HE context but should be applied in a nuanced way.

The paper is based on a small number of interviews and future studies could usefully analyse a wider set of perspectives (e.g. students), using a variety of alternative methods (e.g. surveys), to further test and/or enrich the framework.

Insights from the paper can inform the design and use of SEs in the HE context with a view to supporting more effective learning that better prepares students to operate during disaster events when they enter the emergency management workforce.

This is the first paper that has investigated the value of a practitioner-oriented framework for the design and use of disaster SEs in the HE context. In so doing, the paper has highlighted how the dimensions of the framework apply in the HE context and has revealed other issues that need to be addressed to support effective learning by HE students.

Using the data of the Swiss Labour Force Survey for 1995, this paper examines the interrelations between family situation, time use and potential wage with descriptive regression equations. The resulting estimated coefficients are used to stimulate stylised biographies which illustrate the large gender‐specific differences in the impact of the family situation. With the help of these simulations, the economic consequences of family/work decisions can be concentrated in opportunity costs over the whole active life. Compared with a single woman, a married woman with two children suffers a total loss of labour market income of about 1.9 million francs. The comparison with similar studies for other countries suggests that the consequences of family decisions for women in Switzerland are especially great.

This chapter examines the impact of information digitization on the rise of misinformation, and the broader implications that this has for democracy. It is based on the Researching Students Information Choices (RSIC) project, which looks at how students evaluate scientific information on the internet.¹ Part of this study looked at container collapse.

In previous decades, information was contained in a physical book, newspaper, journal, magazine, or the like. These containers offered important contextual information about the origin and validity of the information. With information digitized, this context is lost. This can facilitate misinformation, as people might make incorrect judgments about information credibility because of the lack of context.

It is vital that citizens have the information literacy skills to initially evaluate information correctly. One possibility for misinformation being pervasive is that, once encoded, it becomes resistant to correction. This underscores the importance of teaching students to evaluate the credibility of information prior to the point of encoding.

To combat misinformation, librarians can teach students to evaluate containers and the indicators of credibility that they provide. Information containers can be evaluated prior to consuming information within a resource, while fact-checking only can happen after. Because of this, container evaluation can help prevent misinformation from being encoded. Our research demonstrates that this requires thoughtful engagement with the information resources and critical evaluation of the sources that produced them, and that students cannot accurately identify containers when they rely on heuristics like the URL and Google snippet.