Immigration, Family Responsibilities and the Labor Supply of Skilled Native Women

This paper investigates the effects of Spain's large recent immigration wave on the labor supply of highly skilled native women. We hypothesize that female immigration led to an increase in the supply of affordable household services, such as housekeeping and child or elderly care. As a result, i) native females with high earnings potential were able to increase their labor supply, and ii) the effects were larger on skilled women whose labor supply was heavily constrained by family responsibilities. Our evidence indicates that over the last decade immigration led to an important expansion in the size of the household services sector and to an increase in the labor supply of women in high-earning occupations (of about 2 hours per week). We also find that immigration allowed skilled native women to return to work sooner after childbirth, to stay in the workforce longer when having elderly dependents in the household, and to postpone retirement. Methodologically, we show that the availability of even limited Registry data makes it feasible to conduct the analysis using quarterly household survey data, as opposed to having to rely on the decennial Census.Immigration, Labor supply, Fertility, Retirement, Household services

Teaching Mathematics for Social Justice: Reflections on a Community of Practice for Urban High School Mathematics Teacher

In this article, the author reports on a study that explored, in part, the developing identities of seven New York City public high school mathematics teachers as teachers of mathematics and agents of change. Meeting regularly as a community of practice, the teachers and author/researcher discussed issues of teaching mathematics for social justice; explored activities and lessons around social justice; and created a unit of study that attempted to meet high school level mathematics standards, while addressing a social justice issue affecting the lives of urban students. The author reports on the mathematics teachers, growing awareness of and concerns about infusing issues of social justice into their teaching as well as the teachers, evolving conceptions of what it might mean to teach mathematics in an urban school, of the nature of mathematics itself, and of what their roles as educators might include

A quantitative analysis of the relationship between an online homework system and student achievement in pre-calculus

Supporting student success in entry-level mathematics courses at the undergraduate level has and continues to be a challenge. Recently we have seen an increased reliance on technological supports including software to supplement more traditional in-class instruction. In this paper, we explore the effects on student performance of the use of a computer software program to supplement instruction in an entry-level mathematics course at the undergraduate level, specifically, a pre-calculus course. Relying on data from multiple sections of the course over various semesters, we compare student performance in those classes utilizing the software against those in which it was not used. Quantitative analysis of the data then leads us to conclusions about the effectiveness of the software as well as recommendations for future iterations of the course and others like it

Between paralysis and empowerment: Action in mathematics for social justice work

In this article, I focus on my experiences teaching a seminar in critical pedagogy and the math for social justice (MfSJ) work that grew from of my students’ reflections as to how they might promote change towards justice. The course was designed to acquaint students with the research literature in critical pedagogy as we explored the social, political, cultural, and economic realities around our system of public education. Yet there came a point where students questioned the value of such exploration as they genuinely considered what to do next. I, too, struggled both to support the students I was working with and to better understand my role as both an advocate and practitioner of the teaching of math for social justice

Workers : Intercultural Conflict and Mass Media (Special Issue : Business ethics from multiple perspectives)

論文Article

Elemental abundance studies of CP Stars. The silicon stars HD 87240 and HD 96729

En este trabajo se comparan abundancias elementales de estrellas Ap de Si de campo y pertenecientes a cúmulos abiertos. En particular, se presenta un análisis de las estrellas Ap de Si HD 87240 y HD 96729, utilizando modelos de atmósferas de ATLAS9 y material observacional tomado con el espectrógrafo echelle REOSC, adosado al telescopio de 2.15 m Jorge Sahade de CASLEO. Estas estrellas químicamente peculiares (CP) pertenecen a los cúmulos abiertos australes NGC 3114 y NGC 3532, respectivamente. Para HD 87240 y HD 96729, C es mayormente solar, Mg y S son ligeramente deficientes, Si y Ca son sobreabundantes por factores entre 1-10. Los elementos más pesados son todos sobreabundantes, TiCrFe por factores de ~ 10, SrYZr por factores entre 100-1000 y tierras raras por factores de ~ 1000 o más.We compared elemental abundances of field and open cluster Ap Si stars. In particular, an analysis of the Ap Si stars HD 87240 and HD 96729 is presented using an ATLAS9 model atmosphere and observational material taken with a REOSC echelle spectrograph attached to the Jorge Sahade 2.15 m telescope at CASLEO. These chemically peculiar (CP) stars belong to the southern hemisphere open clusters NGC 3114 and NGC 3532, respectively. For HD 87240 and HD 96729, C is mostly solar, Mg and S are slightly underabundant, Si and Ca are overabundant by factors between 1-10. Heavier elements are all overabundant, TiCrFe by factors of ~ 10, SrYZr by factors between 100-1000 and rare earths by factors of ~ 1000 or more.Fil: Saffe, Carlos. Universidad Nacional de Córdoba. Observatorio Astronómico de Córdoba; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba; ArgentinaFil: Levato, Orlando Hugo. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - San Juan. Complejo Astronómico "El Leoncito". Universidad Nacional de Córdoba. Complejo Astronómico "El Leoncito". Universidad Nacional de la Plata. Complejo Astronómico "El Leoncito". Universidad Nacional de San Juan. Complejo Astronómico "El Leoncito"; ArgentinaFil: Gonzalez, Zulema Lidia. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - San Juan. Complejo Astronómico "El Leoncito". Universidad Nacional de Córdoba. Complejo Astronómico "El Leoncito". Universidad Nacional de la Plata. Complejo Astronómico "El Leoncito". Universidad Nacional de San Juan. Complejo Astronómico "El Leoncito"; Argentin