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Anxiety, depression and impaired health-related quality of life (HRQoL) are commonly reported in patients with multiple sclerosis (MS) and are of great interest for therapeutic approaches. Based on regional differences a quantitative assessment of these factors in comparison to the general population, and the consideration of demographic cofactors, would be useful when designing specific interventions. We adopted such an approach in a German cohort of MS patients. Anxiety, depression (HADS) and HRQoL (SF-36) were measured in 49 consecutive outpatients with MS and compared to age- and gender-adjusted control groups (n=1330 for HADS; n=5087 for SF-36) extracted from German National Health Surveys. Patients with MS showed significantly increased levels of anxiety and depression as well as decreased HRQoL with the exception of mental health; the effect sizes ranged from 0.39 (depression) to 1.06 (physical functioning). As could be expected, MS patients with relapsing-remitting clinical course had better physical functioning than patients with secondary progressive MS. There were strong relations between anxiety and depression (r=0.54; P<0.01), and between neurological impairment (EDSS) and physical functioning (r=-0.80; P<0.001) as well as depression (r=0.48; P<0.05). This investigation of MS patients confirms the prevalence and impact of anxiety, depression and most of the HRQoL dimensions in MS patients and provides evidence for the usefulness of a quantitative comparison to a region-specific general population as a starting point for therapeutic approaches.

The text examines a phenomenon that is particularly evident in the implementation of inclusive reforms in the German education system. With reference to Helmut Fend's New Theory of School, it describes what happens when inclusion is implemented in a school system that seems to be poorly prepared for it. These theoretical considerations related to school can also serve to critically examine the implementation of ‘inclusive diagnostics’ in the context of current inclusive reforms in education.

This chapter builds upon two case studies, in Flensburg (Germany) and Essunga (Sweden), within the European Agency for Special Needs and Inclusive Education project Organisation of Provision to Support Inclusive Education (OoP). The cases highlight general policy issues and challenges relating to inclusion in Europe and, more specifically, the complex question of how to change school culture and structures in order to increase the inclusive capability of schools, thereby raising the achievement of all learners. The cases illustrate the need for co-ordinated changes both at municipal-political and administrative level and at school level. The findings also highlight the importance of what Kim and Mauborgne (Kim, W. C., & Mauborgne, R. (2003). Tipping point leadership. Harvard Business Review, April, 61–69.) termed ‘tipping-point leadership’ in a study on positive transformation of the New York Police Department’s culture and structures during the mid-1990s. In Flensburg and Essunga, the leaders at different levels co-operated in an extraordinary situation and created a common crisis awareness among the staff, an understanding of the necessity to change, and ways to support the professional organisation to develop a new, more inclusive thought-action style with greater influence on learner achievement.

As the internet has become an increasingly relevant communication and exchange platform, social interactions exist in multiple forms. The research aims to integrate a multitude of those interactions to understand who contributes and why different types of contributors generate and leverage social capital on online review sites.

Based on the literature about social capital, social exchange theory, and transformative consumer research, the authors carried out a study of 693 contributors on a hotel review site. Content analysis and a latent profile analysis were used to research the contribution types and the underlying motives for generating and leveraging social capital.

Through the integration of various customer-to-customer interactions, the results reveal a three-class structure of contributors on review sites. These three groups of individuals show distinct patterns in their preferred interaction activities and the underlying motives.

The authors develop the existing literature on transmission of electronic word-of-mouth messages and typologies of contributors. Future research should seek to expand the findings to additional industry and platform contexts and to support the findings through the inclusion of behavioral data.

The research contributes to researchers and marketers in the field by empirically investigating who and why individuals engage in online social interactions. The authors expand upon the existing literature by highlighting the importance of social debt in anonymous online environments and by assessing a three-class structure of online contributors.

This paper sets out to corroborate the existing literature on investors' risk tolerance and to assess how the 2008 financial crisis has affected risk tolerance among Italian investors.

Based on a unique dataset of real-world portfolio choices made by 1,245 Italian investors over a period of 15 years (from 2003 to 2017), this paper presents two steps of analysis. In step 1, the whole period 2003–2017 is considered with the aim to integrate and corroborate the existing literature on the topic of risk tolerance, considering a complete economic and financial cycle. Step 2 took 2008 as the pivotal point between pre-crisis (2003–2008) and crisis (2009–2017) with the aim to observe the influence on risk appetite of the economic and financial effects of the crisis.

The results obtained confirm that men are more risk tolerant than women and older people are less risk-taking than their younger counterparts, although the relationship between age and risk tolerance is not necessarily linear. Moreover, our paper demonstrates that a crisis scenario has an influence on Italian investors' risk tolerance.

Our results are of interest to financial advisors, financial planners, asset managers, psychologists, behavioral researchers and more in general to providers of financial products and services.

The results presented in this paper are relevant and original because they are based on real investors who made real choices concerning their portfolio asset allocations.

The transition from large to small working age cohorts and perpetually increasing longevity presents major challenges to pension systems around the world. In this context, the Danish system has been highlighted as particularly adequate and sustainable, although often developed more as element in macro-economic and fiscal policies than pension visions and certainly enabled and bolstered through other policies, such as fixed exchange rates, debt reduction, wage restraint, employment maximation and tax reform. The combined effect of six distinctive pension policy features places Danish pensions in the super-league of national systems: (1) a generous minimum pension providing all residents with basic old age security; (2) progressive redistribution resulting from the integration of public and private pension benefits; (3) high occupational pension coverage, with sizable contributions offering immediate membership, vesting and full portability of rights; (4) the tax regime, where investment return taxation substantially reduces the fiscal pressure from tax-exempting gross income in the build-up period and deferral of income tax until benefits are paid out, secures a revenue windfall at the height of ageing; (5) the linking of pensionable ages to life expectancy, which aims to lower pension costs, increases labour supply, growth and tax revenue and (6) the regime for third pillar schemes preventing their use in tax planning. Although the Danish pension experience has its obvious peculiarities, lessons for other governments can be found in the public‒private benefit integration, the tax regime, the life expectancy indexing of pensionable ages and the use of pensions in economic policies.

Research shows that there are mechanisms of information simplification that lead to the danger that first, laypeople rely on their own epistemological skills when assessing scientific claims. Second, laypeople underestimate their dependence on experts when they receive simplified information. This underestimation can be problematic because scientific knowledge, due to its complexity, usually cannot be fully understood without further advice from experts. Compared to laypersons, adult education practitioners can be expected to have a higher level of scientific literacy in relation to knowledge in their professional field because they are familiar with the structure of knowledge through their formal education. The present study examines whether the “easiness effect” also occurs in adult education practitioners when they read simplified and highly simplified texts about research findings.

The sample consisted of 1.267 continuing education institutions. For the survey experiment, particioants were randomly assigned to tree text types at the end of the survey: easy, less scientific and scientific text. We used the difference-in-difference method to analyze the data.

The study examined whether easily presented research findings influenced self-assessment and reliance on experts. The results of our study support the hypothesis that the easiness effect is also present among professional practitioners.

The use of clear and nontechnical language is essential for ensuring that scientific knowledge is accessible and utilizable outside of academic circles. This aspect gains particular significance in educational research, as it enables professional practitioners to comprehend and ideally implement, research findings in their daily routines to address and resolve real-world challenges in their educational environments. Previous studies have demonstrated that the way text is presented influences laypeople's perceived reliance on experts. Building upon the conceptual framework of the easiness effect, this survey experiment took an additional step by focusing specifically on a targeted audience: professional practitioners in adult education.

The percentage of North Americans who have one or more physical disabilities continues to rise. Specifically, the percentage of people with ambulatory disabilities, cognitive disabilities, and other health impairments is increasing every year. This phenomenon calls for pragmatic measures to help provide better transition and related services to students with physical disabilities and other health impairments. It is anticipated that well-planned collaborative transition services provided to students with physical disabilities and other health impairments will result in improved quality of life and independent living in the community. In this chapter, we discuss transition and transition-related services, supporting legislation for persons with disabilities, transition from rehabilitation centers and hospitals to job settings and community-based programs.