Trends in the Payoff to Academic and Occupation-Specific Skills: the Short and Medium Run Returns to Academic and Vocational High School Courses for Non-College Bound Students

Using data from three longitudinal surveys of American high school students, I show that vocational courses helped non-college-bound-students to start their work life more successfully, in terms of steadier employment, higher wages and higher earnings. A comparison of the returns to academic and vocational course work for non-college bound students who graduated in 1972, 1980 and 1992 finds that the short and medium term payoffs to vocational courses rose substantially between 1972 and 1980 and remained high in 1992. Holding past and present school attendance and a host of other variables constant, academic course work in high school had much smaller labor market payoffs than vocational course work. These findings contradict the oft repeated claim that employers now seek workers with a good general education and are happy to teach the occupation specific skills necessary to do the job. Instead, they imply that the payoff to the occupation specific skills developed in schools has risen along with the payoff to generic academic skills. High school students who do not plan to attend college full-time would be well advised to start developing skills in a well paying occupation before they complete high school

Else Voigtländer

Else Voigtländer (1882–1946) provided one of the first substantial contributions to the phenomenology of the emotions. Her writings, which unfortunately have remained mostly unexplored, anticipate many of the issues that would become major focal points for later phenomenologists working on the topic. Within the phenomenological movement, Voigtländer was one of the first to study phenomena such as Ressentiment, inauthentic feelings and erotic love. In her book Vom Selbstgefühl (On the Feeling of Self-Worth) (1910), she undertakes an exhaustive study of the feelings of self-worth as part of a more ambitious project of elaborating a study of character. Further discussions on feelings, emotions and their relation to values can be found in a series of papers devoted to character traits, political emotions, erotic love and the psychology of sentiments (Voigtländer 1920, 1923, 1928 and 1933). This chapter is divided into four sections. The first presents Voigtländer’s notion of feelings of self-worth (Selbstgefühle). The remaining sections are devoted to her analyses of inauthentic feelings, Ressentiment and other negative attitudes, and erotic love, respectivel

Geiger and Wollheim on Expressive Properties and Expressive Perception

The aim of this paper is to reconstruct Geiger’s realist and Wollheim’s projectionist accounts on expressive properties and expressive perception by considering them within the larger contexts from which they emerged, by using as far as possible a common language and by focusing on the questions of the nature of expressive properties and of how we grasp them. My aim is to show that it is possible to put into dialogue phenomenological and Anglo-American aesthetics and that this dialogue might lead to new insights about how we engage with art

The Total Fiscal Cost of Indirect Taxation: an Approximation Using Catalonia's Recent Input-output Table

In this note we quantify to what extent indirect taxation influences and distorts prices. To do so we use the networked accounting structure of the most recent input-output table of Catalonia, an autonomous region of Spain, to model price formation. The role of indirect taxation is considered both from a classical value perspective and a more neoclassical flavoured one. We show that they would yield equivalent results under some basic premises. The neoclassical perspective, however, offers a bit more flexibility to distinguish among different tax figures and hence provide a clearer disaggregate picture of how an indirect tax ends up affecting, and by how much, the cost structure.tax load, fiscal cost, indirect taxation decomposition

Phase-responsiveness transmission in a network of quadratic integrate-and-fire neurons

In the study of the dynamics of neuronal networks, it is interesting to see how the interaction between neurons can elicit different behaviours in each individual one. Moreover, this can lead to the population exhibiting collective phenomena that is not intrinsic to a single cell, such as synchronization. In this project, we work with a large-scale network and a firing-rate model of quadratic integrate-and-fire (QIF) neurons. After studying the dynamics of the QIF model and computing its phase response curve (PRC), we propose an algorithm to describe the population through the PRCs. Our method is able to replicate the same dynamics we observe with the aforementioned models and it also serves us to gain more insight into the transmission of pulses and to explain how a network can maintain a state of synchronized firing

Straightening out the concept of direct and indirect input requirements

Gim & Kim (1998) proposed a generalization of Jeong (1982, 1984) reinterpretation of the Hawkins-Simon condition for macroeconomic stability to off-diagonal matrix elements. This generalization is conceptually relevant for it offers a complementary view of interindustry linkages beyond final or net output influence. The extension is completely similar to the 'total flow' idea introduced by Szyrmer (1992) or the 'output-to-output' multiplier of Miller & Blair (2009). However the practical implementation of Gim & Kim is actually faulty since it confuses the appropriate order of output normalization. We provide a new and elementary solution for the correct formalization using standard interindustry accounting concepts.output multipliers, input multipliers, Leontief multipliers.

Educational Reform and Disadvantaged Students: Are They Better Off or Worse Off?

This paper analyzes the effects of increased academic standards on both average achievement levels and on equality of opportunity. The five policies evaluated are: (1) universal curriculum-Based External Exit Exam Systems, (2) voluntary curriculum-based external exit exam systems with partial coverage such as New York State Regents exams in 1992, (3) state minimum competency graduation tests, (4) state defined minimums for the total number of courses students must take and pass to get a high school diploma and (5) state defined minimums for the number of academic courses necessary to get a diploma. We use international data to evaluate the effects of CBEEES. High school graduation standards differ a lot across states in the U.S. This allowed us to measure policy effects on student achievement and labor market success after high school by comparing states in a multiple regression framework. Our analysis shows that only two of the policies examined deliver on increasing everyone’s achievement and also reduce achievement gaps: universal CBEEES and higher academic course graduation requirements. Other policies were less successful in raising achievement and enhancing equality of opportunity

The New York State Reform Strategy: Raising the Bar Above Minimum Competency

[Excerpt] Educational reformers and most of the American public believe that teachers ask too little of their pupils. African-American and Hispanic parents, in particular, criticize the low expectations and goals that teachers and school administrators often set for their children. These low expectations, they believe, result in watered down curricula and a tolerance of mediocre teaching and inappropriate student behavior. The result is that the prophecy of low achievement becomes self-fulfilling. The problem of low expectations is not limited to minority students or lower income communities. It’s endemic. High school subjects are taught at vastly different levels. Research has shown that learning gains are substantially larger when students take more demanding courses. Controlling for teacher qualifications and student ability and socio-economic status does not significantly reduce the positive effects of course rigor on test score gains (Kulik 1984, Monk 1994, Bishop 1996). Why then do students not flock to more demanding courses? First, these courses are considerably more work and grades tend to be lower. Secondly, the rigor of these courses is not well signaled to parents, neighbors, employers and colleges, so the rewards for the extra work are small for most students. Admissions staff of selective colleges learn how to read the transcripts of high schools they recruit from and they evaluate grades in the light of course demands. However, most colleges have, historically, not factored the rigor of high school courses into their admissions decisions. Employers hardly ever consider the rigor of high school courses when they make hiring decisions. Consequently, the bulk of students who do not aspire to attend a selective college quite rationally avoid rigorous courses and demanding teachers