The Role of Federalism in Developing the US during Nineteenth-century Globalization

federalism, globalization, development, United States

CASH MARKET OR CONTRACT? HOW TECHNOLOGY AND CONSUMER DEMAND INFLUENCE THE DECISION

The use of contracts for producing and marketing agricultural commodities has become nearly universal in some sectors. Two factors are most frequently cited as being responsible for the use of agricultural contracts. The first, a demand-side factor, is the development of strong consumer preferences for specific qualities. The second, a supply-side factor, is technological change. In this paper, we use a principal agent framework to model how consumer demand and technology enter into a firm's decision to use contracts or the cash market.Demand and Price Analysis, Marketing,

The Skill Premium, Technological Change and Appropriability

In the US the skill premium and the non-production/production wage differential increased strongly from the late 1970s onwards.Skill-biased technological change is now generally seen as the dominant explanation, which calls for theories to explain the bias.This paper shows that the increased supply of skill - which is usually seen as countervailing the rise in skill premiums - can actually cause rising skill premiums.The analysis starts from an R&D-driven endogenous growth model.Our key assumption is that skilled labour is employed in non-production activities that both generate and use knowledge inputs.If firms can sufficiently appropriate the intertemporal returns from these activities, skill premiums may rise with the supply of skilled labour.The degree of appropriability is endogenous and rises with the supply of skills.As a result, the skill premium first falls and then increases when skilled labour supply rises.Simultaneously, patents per dollar spent on R&D fall.

DECENTRALIZATION’S EFFECTS ON EDUCATIONAL OUTCOMES IN BOLIVIA AND COLOMBIA

The effects of decentralization on public sector outputs is much debated but little agreed upon. This paper compares the remarkable case of Bolivia with the more complex case of Colombia to explore decentralization's effects on public education outcomes. In Colombia, decentralization of education finance improved enrollment rates in public schools. In Bolivia, decentralization made government more responsive by re-directing public investment to areas of greatest need. In both countries, investment shifted from infrastructure to primary social services. In both, it was the behavior of smaller, poorer, more rural municipalities that drove these changes.decentralization, education, public investment, Bolivia, Colombia, local government

Sparse Identification and Estimation of Large-Scale Vector AutoRegressive Moving Averages

The Vector AutoRegressive Moving Average (VARMA) model is fundamental to the theory of multivariate time series; however, in practice, identifiability issues have led many authors to abandon VARMA modeling in favor of the simpler Vector AutoRegressive (VAR) model. Such a practice is unfortunate since even very simple VARMA models can have quite complicated VAR representations. We narrow this gap with a new optimization-based approach to VARMA identification that is built upon the principle of parsimony. Among all equivalent data-generating models, we seek the parameterization that is "simplest" in a certain sense. A user-specified strongly convex penalty is used to measure model simplicity, and that same penalty is then used to define an estimator that can be efficiently computed. We show that our estimator converges to a parsimonious element in the set of all equivalent data-generating models, in a double asymptotic regime where the number of component time series is allowed to grow with sample size. Further, we derive non-asymptotic upper bounds on the estimation error of our method relative to our specially identified target. Novel theoretical machinery includes non-asymptotic analysis of infinite-order VAR, elastic net estimation under a singular covariance structure of regressors, and new concentration inequalities for quadratic forms of random variables from Gaussian time series. We illustrate the competitive performance of our methods in simulation and several application domains, including macro-economic forecasting, demand forecasting, and volatility forecasting

DECENTRALIZATION´S EFFECTS ON EDUCATIONAL OUTCOMES IN BOLIVIA AND COLOMBIA

The effects of decentralization on public sector outputs is much debated but little agreed upon. This paper compares the remarkable case of Bolivia with the more complex case of Colombia to explore decentralization´s effects on public education outcomes. In Colombia, decentralization of education finance improved enrollment rates in public schools. In Bolivia, decentralization made government more responsive by re-directing public investment to areas of greatest need. In both countries, investment shifted from infrastructure to primary social services. In both, it was the behavior of smaller, poorer, more rural municipalities that drove these changes.decentralization, education, public investment, Bolivia, Colombia, local government

Learning dispositif and emotional attachment:a preliminary international investigation

This research investigated the significance of learning dispositif (LD) and emotional attachment (EA) on perceived learning success (LS) across a diaspora of Western, Russian, Asian, Middle Eastern and Chinese student cohorts. Foucault’s LD captures the disparate socio-cultural contexts, institutional milieus and more or less didactic teaching styles that moderate learning. EA is a multi-dimensional notion involving affective bonds that emerged in child psychology and spread to marketing and other fields. The sequential explanatory research reviewed the learning and EA literatures and generated an LD–EA framework to structure the quantitative phase of its mixed investigations. In 2017 and 2018, the research collected 150 responses and used a range of statistical techniques for quantitative analysis. It found that LS varied significantly across cohorts, intimating that dispositifs influence learning. Nonparametric analysis suggested that EA also influenced learning, but regressions were inconclusive. Exploratory techniques hint at a dynamic mix of emotional or cognitive motivations during the student learning journey, involving structural breaks in student/instructor relationships. Cluster analysis identified distinct student groupings, linked to years of learning. Separately, qualitative analysis of open-ended survey questions and expert interviews intimates that frequent teacher interactions can increase EA. The synthesis of quantitative with qualitative results and pedagogical reflection suggests that LD and EA both influence learning in a complex, dynamic system. The key constituents for EA are Affection, Connection, Social Presence (SP), Teaching Presence (TP) and Flow but student emotional engagement is conditioned by the socio-cultural milieu (LD) and associated factors like relationships and trust. Unlike in the Community of Learning framework, in the EA framework Cognitive Presence (CP) is an outcome of the interaction between these EA constituents, associated factors and the socio-cultural milieu. Finally, whilst awareness of culture and emotions is a useful pedagogical consideration, learning mainstays remain inclusive educational systems that identify student needs and support well-designed programmes. Within these, scaffolded modules should include a variety of engaging learning activities with non-threatening formative and trustworthy summative feedback. We acknowledge some statistical study limitations, but its tentative findings make a useful preliminary contribution

A remarkable sequence of integers

A survey of properties of a sequence of coefficients appearing in the evaluation of a quartic definite integral is presented. These properties are of analytical, combinatorial and number-theoretical nature.Comment: 20 pages, 5 figure

Developmental trends in the facilitation of multisensory objects with distractors

Sensory integration and the ability to discriminate target objects from distractors are critical to survival, yet the developmental trajectories of these abilities are unknown. This study investigated developmental changes in 9- (n=18) and 11-year-old (n=20) children, adolescents (n=19) and adults (n=22) using an audiovisual object discrimination task with uni- and multisensory distractors. Reaction times (RTs) were slower with visual/audiovisual distractors, and although all groups demonstrated facilitation of multisensory RTs in these conditions, children’s and adolescents’ responses corresponded to fewer race model violations than adults’, suggesting protracted maturation of multisensory processes. Multisensory facilitation could not be explained by changes in RT variability, suggesting that tests of race model violations may still have theoretical value at least for familiar multisensory stimuli