Ability, Parental Valuation of Education and the High School Dropout Decision

We use a large, rich Canadian micro-level dataset to examine the channels through which family socio-economic status and unobservable characteristics affect children's decisions to drop out of high school. First, we document the strength of observable socio-economic factors: our data suggest that teenage boys with two parents who are themselves high school dropouts have a 16% chance of dropping out, compared to a dropout rate of less than 1% for boys whose parents both have a university degree. We examine the channels through which this socio-economic gradient arises using an extended version of the factor model set out in Carneiro, Hansen, and Heckman (2003). Specifically, we consider the impact of cognitive and non-cognitive ability and the value that parents place on education. Our results support three main conclusions. First, cognitive ability at age 15 has a substantial impact on dropping out. Second, parental valuation of education has an impact of approximately the same size as cognitive ability effects for medium and low ability teenagers. A low ability teenager has a probability of dropping out of approximately .03 if his parents place a high value on education but .36 if their education valuation is low. Third, parental education has no direct effect on dropping out once we control for ability and parental valuation of education. Our results point to the importance of whatever determines ability at age 15 (including, potentially, early childhood interventions) and of parental valuation of education during the teenage years. We also make a small methodological contribution by extending the standard factor based estimator to allow a non-linear relationship between the factors and a covariate of interest. We show that allowing for non-linearities has a substantial impact on estimated effects.Idiosyncratic Shocks, Disability, Insurance, Marriage

Ability, parental valuation of education and the high school dropout decision

We use a large, rich Canadian micro-level dataset to examine the channels through which family socio-economic status and unobservable characteristics affect children's decisions to drop out of high school. First, we document the strength of observable socio-economic factors: our data suggest that teenage boys with two parents who are themselves high school dropouts have a 16 per cent chance of dropping out, compared to a dropout rate of less than 1 per cent for boys whose parents both have a university degree. We examine the channels through which this socio-economic gradient arises using an extended version of the factor model set out in Carneiro, Hansen, and Heckman (2003). Specifically, we consider the impact of cognitive and non-cognitive ability and the value that parents place on education. Our results support three main conclusions. First, cognitive ability at age 15 has a substantial impact on dropping out. The highest ability individuals are predicted never to drop out regardless of parental education or parental valuation of education. In contrast, the lowest ability teenagers have a probability of dropping out of approximately .36 if their parents have a low valuation of education. Second, parental valuation of education has a substantial impact on medium and low ability teenagers. A low ability teenager has a probability of dropping out of approximately .03 if his parents place a high value on education but .36 if their educational valuation is low. These effects are estimated while conditioning on ability at age 15. Thus, under some assumptions, they reflect parental influences during the upper teenage years and are in addition to any impact they might have in the early childhood years leading up to age 15. Third, parental education has no direct effect on dropping out once we control for ability and parental valuation of education. Overall, our results point to the importance of whatever determines ability at age 15 (including, potentially, early childhood interventions) and of parental valuation of education during the teenage years. Our work also provides a small methodological contribution by extending the standard factor based estimator to allow a more non-linear relationship between the factors and a co-variate of interest. We show that allowing for non-linearities has a substantial impact on estimated effects.

The Tax Reform Act of 1986: Its Effect Business And Individuals

The Tax Reform Act of 1986 represents the m::\u3est massive revision in the history of tax law. It provides for major reductions corporations. in the top tax rate for both individuals and The individual top rate for 1988 will be the lowest since 1931. The tax burden on corporations has become stiffer after being relaxed for 20 years. In addition, the Act repeals or limits many of the tax credits and deductions that encourage certain kinds of investment, particularly those that taxpayers use to avoid paying taxes. The new tax code no longer uses steeply progressive tax rates, and therefore, does not significantly redistribute the tax burden between high- and middle-income taxpayers. However, it compensates for this by limiting the tax preferences heavily used by high-income taxpayers. On the lower end of the spectrum, the Act reduces the tax burden on poor families by removing than fran tax rolls. These provisions were made with the goal of simplifying the tax syste.\u27Tl and making it more fair for all taxpayers

A VIEW INTO RECIPROCITY: LITERATURE REVIEW, MEASUREMENT DESIGN, AND EXPERIMENT

The purpose of this paper is to discuss reciprocity and the role it plays in helping us understand interactions between parties in accounting settings. The concept of reciprocity states that individuals will reward kind behaviors and punish unkind behaviors. (Fisher et al. 2015; Fehr and Gächter 2000; Fehr and Gächter 1997). When trying to trace the origins of the theory of reciprocity, it is useful to track the initial constructs on which it is built from various literary sources. This process contributes to developing an understanding of how reciprocity is used to explain behaviors in the workplace. The notion of reciprocity has a long history and is defined in many iterations of social literature dating back to ancient philosophers. Roman politician Cicero, for example, stated: “there is no duty more indispensable than that of returning a kindness” and “all men distrust one forgetful of a benefit” (Gouldner 1960). This early philosophical sentiment exemplifies the integral role positive reciprocity plays in society and the potential avarice an individual may encounter when not returning positive actions with displays of positive reciprocity. Through this review, I gather literature that builds on the concept of reciprocity. I organize commonly found themes and organize settings previously used to focus on the multiple constructs to build upon reciprocity

The National Student Exchange Program at the University of Kentucky, 2009 – 2012: A Review sponsored by the Division of Undergraduate Education for the Associate Deans of Curriculum and Instruction in the Undergraduate Colleges at the University of Kentucky, May 15, 2012

This white paper describes the origins of the University joining this international consortium and the overall goals for the program in terms of UK student success. The Program\u27s review by the University\u27s faculty leadership in the undergraduate colleges revealed that not only is this student exchange program useful for UK\u27s upper division students seeking quicker time to degree, but it is also a conduit for the UK community to be enriched by the contributions from high quality students from other institutions

Modification of an impulse-factoring orbital transfer technique to account for orbit determination and maneuver execution errors

A method has previously been developed to satisfy terminal rendezvous and intermediate timing constraints for planetary missions involving orbital operations. The method uses impulse factoring in which a two-impulse transfer is divided into three or four impulses which add one or two intermediate orbits. The periods of the intermediate orbits and the number of revolutions in each orbit are varied to satisfy timing constraints. Techniques are developed to retarget the orbital transfer in the presence of orbit-determination and maneuver-execution errors. Sample results indicate that the nominal transfer can be retargeted with little change in either the magnitude (Delta V) or location of the individual impulses. Additonally, the total Delta V required for the retargeted transfer is little different from that required for the nominal transfer. A digital computer program developed to implement the techniques is described

A novel human glucocorticoid receptor SNP results in increased transactivation potential.

Glucocorticoids are one of the most widely used therapeutics in the treatment of a variety of inflammatory disorders. However, it is known that there are variable patient responses to glucocorticoid treatment; there are responders and non-responders, or those that need higher dosages. Polymorphisms in the glucocorticoid receptor (GR) have been implicated in this variability. In this study, ninety-seven volunteers were surveyed for polymorphisms in the human GR-alpha (hGRα), the accepted biologically active reference isoform. One isoform identified in our survey, named hGR DL-2, had four single nucleotide polymorphisms (SNPs), one synonymous and three non-synonymous, and a four base pair deletion resulting in a frame shift and early termination to produce a 743 amino acid putative protein. hGR DL-2 had a decrease in transactivation potential of more than 90%. Upon further analysis of the individual SNPs and deletion, one SNP, A829G, which results in a lysine to glutamic acid amino acid change at position 277, was found to increase the transactivation potential of hGR more than eight times the full-length reference. Furthermore, the hGRα-A829G isoform had a differential hyperactive response to various exogenous steroids. Increasing our knowledge as to how various SNPs affect hGR activity may help in understanding the unpredictable patient response to steroid treatment, and is a step towards personalizing patient care

Developing Evidence-Based Practice in Chaplaincy: A Study of Unit and Chaplain-Specific Integration

Health care chaplains provide spiritual care across diverse hospital units. As a result of the complex and interprofessional nature of health care services, different units are associated with unique integration and collaboration needs. Effective chaplain practice and patient-centered care are enhanced by sensitivity to unit differences. Our research, aimed at quality improvement, examined unit and chaplain integration to promote unit-specific evidence-based practice. Integration was conceptualized by five dimensions: interdependence, newly created professional activities, flexibility, collective ownership of goals, reflection on process. data was collected using the Interprofessional Integration and Collaboration Instrument (Bronstein, 2002), which has appropriate measurement quality (Bainbridge et al., 2015). Addition questions captured chaplain-specific integration and methods of chaplain engagement (charting, referrals). The survey was available in electronic and paper format. Over 150 staff from 10 units participated in the 2017 convenience survey. Survey results were used to develop profiles of unit and chaplain-specific integration; of chaplain engagement; and of perceived contributions of chaplains to patient care. Demographic information was summarized to determine representativeness. The findings contribute to quality improvement and evidence-based practice by identifying how chaplains can effectively integrated within specific units. The findings are being disseminated to unit stakeholders, hospital administration, and other chaplains.https://scholarscompass.vcu.edu/gradposters/1026/thumbnail.jp