Determining Real Estate Licensee Income

This article examines the determinants of real estate licensee income using a 1997 survey of Texas real estate licensees. The factors having a positive effect on licensee income include: (1) number of hours worked; (2) work experience; (3) being a male; (4) using computer technology; (5) being involved in more transactions; (6) holding professional designations; (7) being associated with a larger firm; and (8) having access to personal assistants. Variables that negatively affect income include: (1) age; (2) selling primarily residential properties; and (3) having more affiliations. The results of this study, combined with previous studies, indicates that the high-earning real estate licensee is a younger male with more experience who: (1) works more hours; (2) has job satisfaction; (3) holds professional designations; (4) has access to personal assistants; and (5) utilizes a personal computer.

The Morley Trisector Theorem

This paper deals with an unannounced theorem by Frank Morley that he originally published amid a collection of other, more general, theorems. Having intrigued mathematicians for the past century, it is now simply referred to as Morley’s trisector theorem: The three intersections of the angles of a triangle, lying near the three sides respectively, form an equilateral triangle

Determinants of Real Estate Licensee Income

This paper examines the factors that influence the income of real estate licensees. An empirical human capital earnings model is developed from a 1995 survey of Florida real estate brokers and salespeople. In seeking to explain earnings of real estate licensees, this study expands from previous studies by measuring several additional human capital components. A number of factors are seen to positively affect licensee income. These include (a) number of hours worked, (b) experience, (c) franchise affiliation, (d) being an owner/manager, (e) working in a metropolitan area, (f) level of job satisfaction, and (g) having errors and omissions insurance. Variables that have a negative effect on income include (a) being a female, (b) selling primarily residential properties, (c) age of licensee, (d) image perception, and (e) working weekends. Segmenting the data by income into thirds and comparing the means of the variables for the high- and low-income groups, several variable means are significantly different. the high income group has significantly higher means for these variables: (a) hourly income, (b) number of hours worked, (c) working full-time, (d) working on the weekend, (e) utilizing correspondence to satisfy continuing educational requirements, (f) work experience, (g) membership in clubs/professional organizations, (h) holding a broker's license, (i) length of current affiliation, (j) being a manager/owner, (k) holding professional designations, and (l) belonging to the state's Realtor association. The low-income group has a significantly higher variable mean for participation in residential sales.

Trust And Trustworthiness: A Game Theory Transcontinental Experiment

This article reports the results of a laboratory experiment that investigated differences in trust and trustworthiness between Americans and Croatians. Contrary to the majority of previous cross-cultural studies, this experiment implemented a design that allowed participants to simultaneously interact with subjects from the other country. Additionally, it analyzed changes in their levels of trust and trustworthiness when information about the nationality of a subject’s counterpart was not revealed. The main findings are: 1) Overall, Croatians trusted more than Americans did, but Americans were more trustworthy, 2) Subjects from both nationalities trusted less when they knew they were paired with somebody from another country, compared to when they interacted with someone from the same country, 3) Croatians also became less trustworthy when they were paired with an American, but Americans became more trustworthy when they were paired with a Croatian, and 4) Uncertainty about the nationality of one’s counterpart reduced both trust and trustworthiness for both nationalities, a result that suggests that, overall, not knowing the nationality of one person caused the subjects to behave as if this person was of a different nationality

An Investigation of the Impact of iPad Usage on Elementary Mathematical Skills and Attitudes

Currently, many schools are implementing one-to-one initiatives, where the goal is to give every student in a classroom a tablet or laptop computer. However, there is a dearth of research backing up the assumption that they significantly improve student learning. This study explored the effects of these new instructional devices by focusing on two second-grade classrooms implementing a one-to-one iPad program. Specifically, it investigated how iPad usage affects student and teacher attitudes toward mathematics, student mathematics performance in and out of app environments, the instructional purposes for which iPads are used in the classroom, and implementation issues of the technology. This primarily observational study used both quantitative and qualitative methods to capture a picture of an active program to serve as a source for further questions that may be better answered by experimenting with different treatments. Quantitative data was gathered on student performance in two apps, Addimal Adventure and Splash Math 2nd Grade, as well on the frequency and type of iPad usage. Qualitative data came from interviews with six students and two teachers near the beginning and end of the four month research period. While students generally reported they enjoyed doing mathematics on the iPad, half preferred paper and pencil. Teachers believed iPads helped students stay engaged in mathematics longer, resulted in more time spent on task, and enabled more differentiated instruction. Students performed better on quizzes for both apps than they had in either app environment. While the scores were positively correlated with varying degrees of strength, no evidence was found that app progress significantly explained student quiz scores. It was also found that iPads were being used in two different modes of instruction: free choice and focused. Based on these results, the education community needs to provide additional support to teachers, including technical and pedagogical trainings, focused apps for various skills, and a feedback channel for teachers to quickly report problems to developers. With an active and engaged support structure, educators can take advantage of the technological abilities of these devices and create a more responsive and differentiated environment of mathematics learning than has previously been feasible

Assessing The Markets Reaction To The Dodd-Frank Act

In this paper, we exam how the financial markets reacted to the emergence of the Dodd-Frank Wall Street Reform and Consumer Protection Act as it developed through the legislative process from policy concept to signed law. We find that investors, on the one hand, desired clarity and sustainable oversight of market activities, but simultaneously feared the possibility of over-burdensome regulation. As the legislative process developed, markets cheered any watering down of perceived over-restrictive provisions with a positive response. We also empirically noted the smaller banks stocks were generally unaffected by the entire emergence of Dodd-Frank, with nearly all of the market reaction (positive and negative) occurring with larger banks stocks

I Know What Not To Do. Now What? Rethinking Business Ethics Education

Most business ethics classes are supplemented with cases, the majority of which have a negative orientation. We empirically measure the preponderance of negative-oriented cases found in the top selling textbooks used in many business ethics courses.  However, neuroscience research indicates that a negative orientation is less effective than a positive or balanced approach for learning.  An ethics course focused on scandal, corruption, fraudulent behavior, and misdeed often leaves students with a view for avoiding ethical pitfalls, but not much clarity on achieving moral excellence in the marketplace.  We offer some pedagogical suggestions for creating ethics courses which strengthen students’ moral resolve by demonstrating what excellent ethical business looks like

The Market Reaction to Votes of Confidence for Embattled CEOs

Investors rely heavily on a CEO’s ability to execute effective strategy and deliver shareholder value. When companies falter, many investors question whether the blame rests on the firm’s CEO.  This paper examines what happens when boards rally around their besieged CEOs by formally taking a vote of confidence.  We find that there is a significant negative market reaction to the vote event. After the vote, we find that shorting activity rapidly diminishes, stock underperformance slowly dissipates, and profitability underperformance narrows.  These patterns seem to indicate that such votes of confidence were eventually proven correct. Keywords: Vote of Confidence; Market Reaction; Short Interest; Leadershi

The Efficacy Of Business Ethics Courses When Coupled With A Personal Belief System

Business educators are being challenged on an increasing basis to reassess the ethical awareness of their students and the effectiveness of their ethics education.  In this paper we test a traditional approach to ethics exposure in business law classes, which is the primary venue for teaching ethics in many business curriculums.  We find that ethics exposure in the traditional business law course using popular textbooks does not influence the ethical sensitivity of students.  We also document that ethical sensitivity of students breaks down at several levels.  Business students have different personal standards as compared to acceptable corporate standards of ethics

Team Teaching a Class on Integration of Faith and Business: Observations and Lessons Learned From the Experience

A newly developed elective undergraduate business course titled “Integration of Faith and Business” is offered for review. This paper explains the rationale for the structure and content of the course. The paper also shares highlights from the experience, lessons learned, and student responses