What part of Fides Quaerens don’t you Intellectum ? On the Persistent Philosophical Misunderstanding of Anselm’s Ontological Argument

A *very* rough draft of a paper on Anselm's "ontological argument" in which I argue that the argument in the Proslogion rests on a robust notion of having "that then which nothing greater can be thought" in one's mind

The relationship between EQ-5D, HAQ and pain in patients with rheumatoid arthritis: further validation and development of the limited dependent variable, mixture model approach

Objective To provide robust estimates of EQ-5D as a function of the Health Assessment Questionnaire (HAQ) and pain in patients with rheumatoid arthritis. Method Repeated observations of patients diagnosed with RA in a US observational cohort (n=100,398 observations) who provided data on HAQ, pain on a visual analogue scale and the EQ-5D questionnaire. We use a bespoke mixture modelling approach to appropriately reflect the characteristics of the EQ-5D instrument and compare this to results from linear regression. Results The addition of pain alongside HAQ as an explanatory variable substantially improves explanatory power. The preferred model is a four component mixture. Unlike the linear regression it exhibits very good fit to the data, does not suffer from problems of bias or predict values outside the feasible range. Conclusions It is appropriate to model the relationship between HAQ and EQ-5D but only if suitable statistical methods are applied. Linear models underestimate the QALY benefits, and therefore the cost effectiveness, of therapies. The bespoke mixture model approach outlined here overcomes this problem. The addition of pain as an explanatory variable greatly improves the estimates

A comparison of direct and indirect methods for the estimation of health utilities from clinical outcomes

Background: Analysts often need to estimate health state utility values as a function of other outcome measures. Utility values like EQ-5D have several unusual characteristics that make standard statistical methods inappropriate. We have developed a bespoke approach based on mixture models to directly estimate EQ-5D. An indirect method, “response mapping”, first estimates the level on each of the five dimensions of the EQ-5D descriptive system and then calculates the expected tariff score. These methods have never previously been compared. Methods: We use a large observational database of patients diagnosed with Rheumatoid Arthritis (n=100,398 observations). Direct estimation of UK EQ-5D scores as a function of Health Assessment Questionnaire (HAQ), pain and age was performed using a limited dependent variable mixture model. Indirect modelling was undertaken using a set of generalized ordered probit models with expected tariff scores calculated mathematically. Linear regression was reported for comparison purposes. Results: The linear model fits poorly, particularly at the extremes of the distribution. Both the bespoke mixture model and the generalized ordered probit approach offer improvements in fit over the entire range of EQ-5D. Mean average error is 10% and 5% lower compared to the linear model respectively. Root mean squared error is 3% and 2% lower. The mixture model demonstrates superior performance to the indirect method across almost the entire range of pain and HAQ. Limitations: There is limited data from patients in the most extreme HAQ health states. Conclusions: Modelling of EQ-5D from clinical measures is best performed directly using the bespoke mixture model. This substantially outperforms the indirect method in this example. Linear models are inappropriate, suffer from systematic bias and generate values outside the feasible range

Alien Registration- Michaud, Marie A. (Brunswick, Cumberland County)

https://digitalmaine.com/alien_docs/31688/thumbnail.jp

From online to blended learning: critical factors for successful re-engineering

Despite European and National policy agendas to modernise HE and to incorporate information communications technology into the provision of a more flexible and personalised higher education, in reality this is a long way from being widely adopted into mainstream teaching. This is in part because within institutions of higher education online learning and blended learning are frequently viewed as two separate domains and two separate business streams. This paper presents a reflective essay based on the experiences and observations of its authors and students who have all been engaged over the last few years in online learning environments. Such reflections are considered in the context of technology transfer and the potential to enhance on-campus curriculum. In addition specific strategies are presented for structuring and supporting effective blended learning in a broad range of settings and for a diverse range of national and international learners. It would seem that online learning can initially appear impersonal and alienating but can move on to be exhilarating and transformational with the emergence of a strong community of practice. By understanding and appreciating the nature of the online experience of the learners and the tutors we have been able to identify critical factors for successful re-engineering of traditional campus based delivery modes towards a more blended mode

From online to blended learning: critical factors for successful re-engineering

Despite European and National policy agendas to modernise HE and to incorporate information communications technology into the provision of a more flexible and personalised higher education, in reality this is a long way from being widely adopted into mainstream teaching. This is in part because within institutions of higher education online learning and blended learning are frequently viewed as two separate domains and two separate business streams. This paper presents a reflective essay based on the experiences and observations of its authors and students who have all been engaged over the last few years in online learning environments. Such reflections are considered in the context of technology transfer and the potential to enhance on-campus curriculum. In addition specific strategies are presented for structuring and supporting effective blended learning in a broad range of settings and for a diverse range of national and international learners. It would seem that online learning can initially appear impersonal and alienating but can move on to be exhilarating and transformational with the emergence of a strong community of practice. By understanding and appreciating the nature of the online experience of the learners and the tutors we have been able to identify critical factors for successful re-engineering of traditional campus based delivery modes towards a more blended mode