Review of "Teaching Innovations in Economics: Strategies and Innovations for Interactive Instruction" (Edited by Michael K. Salemi and William B. Walstad)

Teaching Innovations in Economics is one result of a series of workshops, online training, and support for scholarly work organised by two economists prominent in the field of economic education, Michael Salemi and William Walstad. The 30 contributors to this volume were active in a National Science Foundation funded Teaching Innovations Program, either as workshop organisers or participants. The workshop programme was intended to encourage economists to investigate, adopt and disseminate new teaching techniques. The book continues this mission.

Learning Through Equity Trading Simulation

Over the past several decades, colleges and universities have moved away from the traditional chalk-and-talk lecture.  Professors have experimented with a myriad of methods to engage students more fully.  Some of the innovations that have been used have succeeded in improving student performance and satisfaction.  In this paper we report the learning results of using an equity trading simulation across three different classes at a small Midwestern liberal arts college.  Sixty-one students participate in a nine-week equity trading simulation exercise. All class levels are represented, and students with a range of prior courses in business and economics are included. Assessment tools include a pre-simulation survey, a pre-simulation investments test, a post-simulation survey, a post-simulation investments test, and simulation performance.  The simulation allows trades in all U.S. equities including ADRs.  Trades use actual delayed market prices with a 20-minute delay in order execution.  No actual investments are made.  The students are given a test before the simulation began to assess their incoming knowledge of investment fundamentals.  None of the three classes covers this material in lecture.  The students have access to online investments resources and information during the simulation via the simulation service provider.  A test is given on the same investment fundamentals after the simulation is completed.  The students are also surveyed as to their motivation, interest and satisfaction.  Initial results show an average 14-point difference (out of 100) between the pre and post-simulation test scores.  This is significantly different from zero at better than the 99 percent level.  The gains in performance are higher for the students with the lower pre-simulation test scores. Pre-simulation test scores are significantly higher for students who have taken more business and economics classes.  Interestingly, post-test scores show no significant relationship to the number of prior courses in business and economics suggesting that the simulation effectively delivers content to students with limited backgrounds.  Survey results show that 64 percent of students regularly use the online education resources provided as part of the simulation, while 97 percent report using outside resources to inform their decisions.  Sixty-six percent report the simulation is effective or very effective at increasing their knowledge of investments.  Most students, 86 percent, indicate that the simulation increased their interest (a little or greatly) in investments and equity markets.     &nbsp

Weight loss and competition weight in Ultimate Fighting Championship (UFC) athletes

Previous research has demonstrated that professional mixed martial arts (MMA) athletes employ a variety of weight manipulation strategies to compete at given weight classes. Although there is much literature demonstrating weight manipulation methods, minimal research exists analyzing how much weight MMA athletes lose prior to the official weigh-in. Moreover, there is minimal research examining how much weight professional MMA athletes gain between the official weigh-in and competition. Therefore, the purpose of the current study was to analyze weight loss/regain in professional MMA athletes. Data collected from 616 professional MMA athletes (31.1 ± 4.0 yrs. ; 177.1 ± 4.7 cm) competing for the Ultimate Fighting Championship (UFC) between 2020 and 2022 were used for the study. The athlete’s weight was obtained 72 h, 48 h, and 24 h prior to the official weigh-in, at the official weigh-in, and prior to competition. Random effects analysis was utilized to compare weight at a variety of time points between different weight classes. All statistics were analyzed, and significance was set at p ≤ 0.05. There is a significant (p ≤ 0.05) difference between weight classes and time points in professional MMA. MMA athletes decrease body weight significantly prior to the official weigh-in. MMA athletes increase body weight significantly between official weigh-in and competition. Based on these data, it appears that MMA athletes average a weight loss of nearly 7 % within 72 h prior to the official weigh-in. The data also suggest that athletes gain nearly 10 % of total weight between the official weigh-in and competition

Factors Associated with Revision Surgery after Internal Fixation of Hip Fractures

Background: Femoral neck fractures are associated with high rates of revision surgery after management with internal fixation. Using data from the Fixation using Alternative Implants for the Treatment of Hip fractures (FAITH) trial evaluating methods of internal fixation in patients with femoral neck fractures, we investigated associations between baseline and surgical factors and the need for revision surgery to promote healing, relieve pain, treat infection or improve function over 24 months postsurgery. Additionally, we investigated factors associated with (1) hardware removal and (2) implant exchange from cancellous screws (CS) or sliding hip screw (SHS) to total hip arthroplasty, hemiarthroplasty, or another internal fixation device. Methods: We identified 15 potential factors a priori that may be associated with revision surgery, 7 with hardware removal, and 14 with implant exchange. We used multivariable Cox proportional hazards analyses in our investigation. Results: Factors associated with increased risk of revision surgery included: female sex, [hazard ratio (HR) 1.79, 95% confidence interval (CI) 1.25-2.50; P = 0.001], higher body mass index (fo

Requiring a Math Skills Unit: Results of a Randomized Experiment

Research spanning three decades supports what many experienced instructors of economics have long concluded – math matters. Students with greater mathematics preparation attain higher test scores in introductory economics (Cox, 1974; Reid,1983; Lumsden and Scott, 1987; Anderson, Benjamin and Fuss, 1994; Ballard and Johnson, 2004). While all levels of competency seem to explain performance, Charles Ballard and Marianne Johnson (2004) find “mastery of extremely basic quantitative skills is among the most important factors for success in introductory microeconomics. ” Furthermore, research shows that mathematical competency reduces anxiety in economics classes (Benedict and Hoag, 2002). To the extent that anxiety may interfere with the cognitive process, an effective mechanism to correct for these deficiencies is desirable. The research supports that there may be simple methods economics instructors can use to improve students ’ learning. Common techniques include assigning a math chapter in the text, completing a math unit at the university skills center, or completing a computer unit that reviews and tests basic math skills. These alternatives, however, require effort from all students, including those possessing good math skills. Consequently, many instructors make these math assignments optional, while particularly encouraging those with weaker math skills to complete them. But this procedure is also problematic, as students most in need of the math review are often least likely to put forth effort when there is no tangible reward. An alternative strategy is to give students a grade incentive to complete a math skills program. In this paper we report on the results of a controlled experiment with random assignment which tests whether giving a grade incentive to complete a math 1 skills unit results in higher overall achievement in introductory economics. We find that students provided with the incentive get higher exam scores. The achievement gain is most noticeable for students lower in the grade distribution. Students with the weakest backgrounds and therefore with the greater marginal gains from completing the math unit are more likely to derive the benefits from that effort. I. Experimental Desig

Weight Loss and Competition Weight in Ultimate Fighting Championship (UFC) Athletes

Previous research has demonstrated that professional mixed martial arts (MMA) athletes employ a variety of weight manipulation strategies to compete at given weight classes. Although there is much literature demonstrating weight manipulation methods, minimal research exists analyzing how much weight MMA athletes lose prior to the official weigh-in. Moreover, there is minimal research examining how much weight professional MMA athletes gain between the official weigh-in and competition. Therefore, the purpose of the current study was to analyze weight loss/regain in professional MMA athletes. Data collected from 616 professional MMA athletes (31.1 ± 4.0 yrs.; 177.1 ± 4.7 cm) competing for the Ultimate Fighting Championship (UFC) between 2020 and 2022 were used for the study. The athlete’s weight was obtained 72 h, 48 h, and 24 h prior to the official weigh-in, at the official weigh-in, and prior to competition. Random effects analysis was utilized to compare weight at a variety of time points between different weight classes. All statistics were analyzed, and significance was set at p ≤ 0.05. There is a significant (p ≤ 0.05) difference between weight classes and time points in professional MMA. MMA athletes decrease body weight significantly prior to the official weigh-in. MMA athletes increase body weight significantly between official weigh-in and competition. Based on these data, it appears that MMA athletes average a weight loss of nearly 7% within 72 h prior to the official weigh-in. The data also suggest that athletes gain nearly 10% of total weight between the official weigh-in and competition