A summary of the OV1-19 satellite dose, depth dose, and linear energy transfer spectral measurements

Measurements of the biophysical and physical parameters in the near earth space environment, specifically, the Inner Van Allen Belt are discussed. This region of space is of great interest to planners of the Skylab and the Space Station programs because of the high energy proton environment, especially during periods of increased solar activity. Many physical measurements of charged particle flux, spectra, and pitch angle distribution have been conducted and are programmed in the space radiation environment. Such predictions are not sufficient to accurately predict the effects of space radiations on critical biological and electronic systems operating in these environments. Some of the difficulties encountered in transferring from physical data to a prediction of the effects of space radiation on operational systems are discussed

Exploring the sources of earnings transmission in Spain

This paper explores the mechanisms behind the intergenerational earnings mobility in Spain by means of three exercises: calculating the transition matrix, decomposing the sources of earnings elasticity and estimating quantile earnings regressions. By calculating the transition matrices we find a strong degree of persistence in educational attainment and especially in occupation. By decomposing the sources of earnings elasticity across generations, we find that the correlation between children's and their fathers' occupations is the most important component. Finally, quantile regressions estimates show that the influence of the father's earnings is greater when we move to the lower tail of the offspring's earnings distribution, especially in the case of daughters' earnings.Intergenerational mobility, earnings, transition matrix, quantile regression, two sample two stage least square estimator, Spain

Intergenerational earnings and income mobility in Spain

This paper contributes to the large number of studies on intergenerational earnings and income mobility by providing new evidence for Spain. Since there are no Spanish surveys covering long-term information on both children and their fathers' income or earnings, we deal with this selection problem using the two-sample two-stage least squares estimator. We find that intergenerational mobility in Spain is similar to France, lower than in the Nordic countries and Britain and higher than in Italy and the United States. Furthermore, we use the Chadwick and Solon (2002) approach to explore the intergenerational mobility in the case of daughters overcoming employment selection, and we find similar results by gender.Intergenerational earnings and income mobility, two sample two stage least squares estimator, Spain

Long Term Earnings Inequality, Earnings Instability and Temporary Employment in Spain: 1993–2000

This paper provides a longitudinal perspective on changes in Spanish male earnings inequality for the period 1993-2000, by decomposing the earnings covariance structure into its permanent and transitory parts. According to the Spanish sample of the European Community Household Panel, cross-sectional earnings inequality of male full-time employees falls over the second half of the Nineties. The longitudinal analysis shows that such decline was determined by a decrease in earnings instability and an increase of the permanent earnings component. Given the marked decline in temporary employment over the sample period, we also examine the effect of the type of contract on earnings variance components, and we find that workers with fixed-term contract have on average more instability than workers with permanent contract. This evidence suggests that the decline in temporary employment is responsible for the decreasing earnings instability.earnings dynamics, permanent and transitory differences, earnings instability, covariance structure, minimum distance, temporary employment, Spain

Socioeconomic level and the gap between public and private Secondary Education in Argentina. The data from PISA 2015

En Argentina se ha constatado reiteradamente que los alumnos de las escuelas privadas tienen un mejor desempeño académico que los de las escuelas públicas. El objetivo de este trabajo es develar si esa brecha se explica por una mayor eficacia de las escuelas privadas o si, por el contrario, ella se debe exclusivamente a factores exógenos, tales como el origen social del alumno y la composición socioeconómica del alumnado de la escuela. Para ello, se usan los datos de PISA 2015 y se analizan los resultados de la evaluación de Ciencias, Matemática y Lectura con modelos de regresión multinivel con dos niveles: escuela y alumno. Los resultados indican que cuando se controla por este conjunto de indicadores, las diferencias entre ambos tipos de escuela se desvanecen en las tres materias evaluadas. Se concluye que tales diferencias son explicadas totalmente por factores exógenos a la escuela y que ciertos aspectos metodológicos respecto de la construcción de los indicadores utilizados tienen especial importancia para develar los determinantes de esa desigualdad. Finalmente, se discuten los resultados obtenidos en este artículo en relación a los informados por otros estudios donde la brecha pública-privada ha sido incluida en el análisisIn Argentina, it has been repeatedly observed that students from private schools achieve a better academic performance than those from public schools. The objective of this work is to reveal if this gap is explained by a greater efficiency of private schools or if it is, on the contrary, exclusively due to exogenous factors, such as the social origin of the student and the socioeconomic composition of the students in the school. For this, the data of PISA 2015 are used and the results of the assessment of Science, Mathematics and Reading are analyzed with multilevel regression models with two levels: school and student. The results indicate that when the difference between both types of school is controlled by this set of indicators, it vanishes in the three evaluated subjects. It is concluded that these differences are totally explained by exogenous factors to the school and that certain methodological aspects regarding the construction of indicators to be used, are of special importance in order to reveal the determinants of that inequality. Finally, the results obtained in this article are discussed in relation to those reported by other studies where the public-private gap has been analyze

Influencia de los factores institucionales sobre el logro en Matemática de los estudiantes en el último año de la educación Media de Argentina.- Un modelo de tres niveles -

En este estudio se investigan las relaciones entre la 'composición' estudiantil de la escuela (socioeconómica, académica, género) y algunas características del proceso escolar ('ethos' y 'clima' escolar), según las percepciones del Director y las percepciones 'agregadas' de los alumnos , y el rendimiento en Matemática de los alumnos del último año del Secundario en Argentina. Se analizan los datos disponibles del Censo Nacional de Finalización del Nivel Secundario de 1998, realizado por el Ministerio de Cultura y Educación de la Nación. El archivo es de 2.708 escuelas y 135 mil alumnos. Se utiliza la técnica de 'análisis estadístico multinivel' con tres niveles (alumnos, escuela y Estado). El análisis inicial detectó una estrecha asociación entre el rendimiento en Matemática y las variables de proceso escolar. Cuando esa asociación se 'controla' por la 'composición' de la escuela se observa que actitudes y autoconceptos promedio de los alumnos continúan manteniendo un efecto importante, mientras que las percepciones (del Director y de los alumnos) sobre los procesos institucionales no son predictores eficaces del logro. El autor concluye sobre la importancia de contar con mediciones agregadas, no sólo de 'composición' sino también del "ethos" estudiantil, en los estudios que pretenden identificar factores institucionales de logro escolar

Progreso de aprendizaje en la educación secundaria básica de Argentina: un análisis multinivel de valor agregado

Alumnos en escuelas situadas en 44 distritos de Buenos Aires fueron evaluados dos veces (7º en 2001 y 9º en 2003) en Matemática y Lengua. Basado en una muestra de 6.133 alumnos en 96 escuela para matemática y 6.862 alumnos en 97 escuelas para lengua, este estudio se propone determinar (i) el progreso educativo de los alumnos en ese período; (ii) si existen diferencias entre las escuelas en el progreso en ambas materias y (iii) en qué medida esas diferencias pueden ser explicadas por los antecedentes personales del alumno y la ‘composición’ académica y socioeconómica del grupo de alumnos (escuela).Los resultados del análisis multinivel indicaron el primer tipo de variables ‘explica’ una proporción importante del progreso del alumno y de las diferencias entre las escuelas. Las mujeres hacen más progresos que los varones en Lengua, y viceversa con respecto a Matemática. Los indicadores socioeconómicos son predictores relevantes del progreso del alumno. Aún después de controlar por las características del alumno, el efecto de la ‘composición’ académica y socioeconómica torna las diferencias entre las escuelas no significativas. Los alumnos en escuelas con composición socioeconómica y académica más elevada progresan más que otros alumnos con características similares pero en contextos menos favorables. Por lo tanto, no se encontraron evidencias de diferencias en la efectividad entre las escuelas

Wage effects of non-wage labour costs

We study wage effects of two important elements of non-wage labour costs: firing costs and payroll taxes. We exploit a reform that introduced substantial reduction in these two provisions for unemployed workers aged less than thirty and over forty five years. Theoretical insights are gained with a matching model with heterogeneous workers, which predict a positive effect on wages for new entrant workers but an ambiguous effect for incumbent workers. Difference-in-differences estimates, which account for the endogeneity of the treatment status, are consistent with our model predictions and suggest that decreased firing costs and payroll taxes have a positive effect on wages of new entrants. We find larger effects for older than for younger workers and for men than for women. Calibration and simulation of the model corroborate such positive effect for new entrants and also show a positive wage effect for incumbents. The reduction in firing costs accounts, on average, for one third of the overall wage increase.Dismissal costs, payroll tax, evaluation of labour market reforms, difference-in-difference, matching model, Spain

El ‘efecto escuela’ en la educación primaria y secundaria: El caso de Argentina

Se estima el ‘efecto escuela’ en el 6º de la educación primaria y en el último año de la educación secundaria de Argentina. Se utilizan los datos del Censo Nacional de Finalización del Nivel Secundario y del Operativo Nacional de Evaluación de la Calidad Educativa (Censo primaria), ambos realizados por el Ministerio de Cultura y Educación de la Nación. Las variables-criterio son los puntajes obtenidos en las pruebas estandarizadas de matemática y lengua. Para el análisis de los datos se utilizan modelos multinivel bivariados con 5 niveles de agregación. Características demográficas, socioeconómicas y académicas del alumno, así como las mediciones correspondientes de ‘composición’ de la escuela, son usadas para ajustar los modelos. Se extraen conclusiones comparativas por nivel educativo y materia

The Earnings and Employment Losses Before Entering the Disability System

Although a number of papers in the literature have shown the employment and wage differences between disabled and non-disabled individuals, not much is known about the potential employment and wage losses that disabled individuals suffer before being officially accepted into the disability insurance system (DI). Therefore, in this paper we distinguish between individuals that enter the DI system due to a working accident (sudden health shock) and individuals that become disabled due to an ordinary illness to identify the differences in employment and wages between these two groups before they are officially accepted into the DI system. We combine matching models and difference-in-difference and we find that the wage (employment) growth patterns of both groups of workers become significantly different three (six) years before entering the DI system. More specifically, our estimates suggest that one year before entering the system, there is a difference of 27 Euros/month in the wages of the two groups (3% of average wage) as well as a 10 percentage point difference in employment probabilities