Essays on wealth, health, and data collection

One of the aims of social insurance programs is to provide a financial safety net to households when encountering adverse circumstances. However, apart from offering mere protection, a system of social insurance can also be designed with the aim to increase overall welfare. In order to make the appropriate design decisions one needs to understand how individuals react to both negative shocks, such as health and wealth shocks, and the system put in place to protect them from these shocks. To gain understanding on such behavioral effects, access to high quality microdata is crucial. This thesis contains four essays aiming to generate empirical insights to facilitate the design of social insurance program. It focusses on changes in consumption preferences in reaction to health and wealth shocks, the effectivity of complementary efforts to sickness benefits programs, and methods to construct the surveys needed to gain these empirical insights. Hervorming Sociale Regelgevin

Beyond the Standard models of particle physics and cosmology

The modern Standard cosmological model of inflationary Unvierse and baryosynthesis deeply involves particle theory beyond the Standard model (BSM). Inevitably, models of BSM physics lead to cosmological scenarios beyond the Standard cosmological paradigm. Scenarios of dark atom cosmology in the context of puzzles of direct and indirect dark matter searches, of clusters of massive primordial black holes as the source of gravitational wave signals and of antimatter globular cluster as the source of cosmic antihelium are discussed.Comment: Prepared for Proceedings of XXI Bled Workshop "What comes beyond the Standard models?

The school as a learning organisation: a review revisiting and extending a timely concept

Purpose: Schools today have to prepare students for life and work in a fast-changing world, for jobs and for using technologies some of which have not yet been created. But the schools and school systems are not keeping up and all too often, teachers are not developing the practices and skills required to meet today’s learners’ diverse needs. Changes indicate a greater imperative but also some cautions. This review is part of the attempt to work towards a common understanding of schools as learning organisations (SLOs) today which is both solidly founded in the literature and recognisable currently by researchers, practitioners and policy makers in many countries. But this is not just a theoretical exercise. If it is to be truly relevant and have the necessary impact, the concept also needs to support those who are interested in transforming or further developing their school(s) into learning organisations (LO) at this point in time. In this paper, the authors first summarise different perspectives on the concept of the LO as used more generally across disciplines. Next, the authors describe the methodology for exploring the SLO and discuss definitional issues, before presenting a summary of the integrated model with accompanying rationale, Finally the authors discuss plans to bring the model to life, with associated issues for researchers, educators and policy makers. The paper aims to discuss these issues. / Design/methodology/approach: The search for this literature in the English language was carried out through: focussed searches of nine electronic databases – ERIC, SAGE, Google Scholar, Taylor & Francis, Emerald, JSTOR, SpringerLink, Google, Science Direct – using the search terms “SLO” and “learning school”; and contacts with leading experts in this area of work which led to identification of additional literature. The first approach led to selection of 25 most frequently found publications on the SLO and/or learning school. Through the second approach, the authors used an additional seven publications to further enrich the analysis. The interdisciplinary review was extended to include investigation of related organisational change, learning, school improvement and effectiveness literatures. / Findings: The starting hypothesis is that the seven action-oriented dimensions of the model together add up to a sustainable LO; that is, successfully realising all seven dimensions is greater than the sum of the parts. But, it is not clear how the individual dimensions relate to each other, and whether some are more important than others. Elements within dimensions are also likely to vary across country contexts. Over the next few years the authors will explore and amend the model, together with practitioners, policy makers and researchers from around the globe. / Practical implications: Despite differences in interpretation, common features emerge. First, there is general agreement that the SLO is a necessity for dealing with the rapidly changing external environment by any school organisation, regardless of context. This is exemplified by application of the concept in many countries including, for example, Australia, Canada, England and Wales, Iran, Israel, Korea, Malaysia, South-Africa and the USA. Second, the SLO is defined as “organic” and closely connected to its external environment. Third, the SLO literature strongly emphasises the importance of individual, group and organisational learning with inquiry, problem solving and experimentation as key drivers of change and innovation. Last, the literature highlights the importance of beliefs, values and norms of employees for continuous and collaborative learning, and processes, strategies and structures to create the conditions for such learning, experimentation and innovation to flourish. The review led to the design of a new action-oriented model. In its current form, the model is intended to offer a stimulus and provide practical guidance on how schools might support and use learning at all levels to improve and transform themselves into a LO and ultimately enhance outcomes. The language is deliberately action-oriented, and elements highlight both what a school aspires to and the processes it goes through in its journey of developing itself as a LO. / Originality/value: While the concept of a school LO is not new, at a time of constant and complex change, this multi-disciplinary international literature review has given it a new lease of life: drawing on previous studies, but connecting these to a wider relevant knowledge base and the current context. It offers a way forward while arguing that deeper understanding is needed on how schools can develop as LOs. It is now informing the OECD’s work on SLOs with policy makers and practitioners in different countries and the findings are being used to help assess impact at a range of levels

Health and the Marginal Utility of Consumption: Estimating Health State Dependence using Equivalence Scales

Hervorming Sociale Regelgevin

Graded Return-to-Work as a Stepping Stone to Full Work Resumption

Hervorming Sociale Regelgevin

Bestedingsbehoeften bij een afnemende gezondheid na pensionering

Hervorming Sociale Regelgevin

Data granularity and the optimal planning of distributed generation

Hervorming Sociale Regelgevin

The Impact of Personality Traits and Acculturation on the Mental Health of Korean American Adolescents

Abstract Adaptation to a new culture can be highly stressful, especially during challenging developmental stages such as adolescence. The ways in which adolescents adapt to a culture and their resulting well-being may be influenced substantially by their personality traits as well as the degree to which they are aligned with the values of the new culture. Korean Americans are one of the fastest growing immigrant groups in the US, including a burgeoning population of Korean youth. The purpose of this study was to determine whether specific personality traits of Korean American adolescents or their degree of acculturation would be associated with their mental health problems, and whether specific personality traits would moderate the association between acculturation and mental health problems. 138 Korean American adolescents completed a demographic questionnaire, the revised Stephenson Multigroup Acculturation Scale, the NEO Five-Factor Inventory-3, and Achenbach & Rescorla's Youth Self Report. Hierarchical regression analyses indicated that acculturation played a minimal role in predicting mental health problems, while personality traits were strong predictors. Being more reactive to stress and less emotionally stable (greater "neuroticism") and being less altruistic and cooperative (less "agreeableness") predicted more mental health problems for Korean American adolescents. In addition, the trait of "openness to experience" played a moderating role. For youth who were more open to experience (curious and independent in their judgments), greater alignment with values of the American culture was a protective factor for their mental health. Findings indicate the need for further research to identify types of mental health problems that may be most affected by specific personality traits and the underlying mechanisms responsible for their effects. It will also be important to examine whether personality traits identified in this research influence mental health similarly across cultures and age groups or whether they are unique to Korean American youth. M. Kim et al. 125