530 research outputs found
Wage Compression and the Division of Returns to Productivity Growth: Evidence from EOPP
This paper analyzes the relationship between wages and productivity during the early years of an employment relationship. Data from the Employment Opportunity Pilot Project show that worker productivity grows substantially during the first two years on the job, with most of the growth in productivity occurring at the very start of the job. Correcting for measurement error and the fact that expected productivity beyond the start of the job may be folded into the starting wage if wage revisions are not instantaneous, one finds that variation in productivity is only partially reflected in wages. Not only is productivity growth stemming from human capital accumulation while on the job only partially reflected in wage growth, but starting productivity differences for workers in the same job â in large part driven by differences in relevant experience - are only partially reflected in starting wage differences. Our empirical findings can be explained by a simple model of employer â worker cost sharing in which (a) the cost to a worker of locating and moving to a new job increases with the worker's stock of human capital and (b) equity norms prevent employers from paying senior workers lower wages than junior workers who are no more productive.Wages, Productivity, Compression
How Responsive are Quits to Benefits?
It has been argued that one of the functions of fringe benefits is to reduce turnover. However, due to a lack of data, the effect on quits of the marginal dollar of benefits relative to the marginal dollar of wages is an under-researched topic. This paper uses the benefit incidence data in the 1979 Cohort of the National Longitudinal Survey of Youth (NLSY79) and the cost information in the National Compensation Survey to impute benefit costs. The value of imputed benefits is then entered as an explanatory variable in a mobility equation that is estimated using turnover information in the NLSY. We find that the quit rate is much more responsive to fringe benefits than to wages; this is even more the case with total turnover. We also find that benefit costs are correlated with training provision. Due to the high correlation of the costs of individual benefits, it is not possible to disentangle the effects of separate benefits. An interesting feature of the model that we develop for interpreting the strong negative relationship between fringe benefits and turnover is that abstracting from heterogeneity, workers must at the margin place a higher valuation on a dollar of wages than a dollar of benefits since otherwise an employer could profit by switching compensation from wages to fringes. Worker heterogeneity modifies this result and reinforces any causal relationship between fringe benefits and turnover provided that more stable workers have a greater preference for compensation in the form of fringes.Turnover, Fringe Benefits
Baikov-Lee Representations Of Cut Feynman Integrals
We develop a general framework for the evaluation of -dimensional cut
Feynman integrals based on the Baikov-Lee representation of purely-virtual
Feynman integrals. We implement the generalized Cutkosky cutting rule using
Cauchy's residue theorem and identify a set of constraints which determine the
integration domain. The method applies equally well to Feynman integrals with a
unitarity cut in a single kinematic channel and to maximally-cut Feynman
integrals. Our cut Baikov-Lee representation reproduces the expected relation
between cuts and discontinuities in a given kinematic channel and furthermore
makes the dependence on the kinematic variables manifest from the beginning. By
combining the Baikov-Lee representation of maximally-cut Feynman integrals and
the properties of periods of algebraic curves, we are able to obtain complete
solution sets for the homogeneous differential equations satisfied by Feynman
integrals which go beyond multiple polylogarithms. We apply our formalism to
the direct evaluation of a number of interesting cut Feynman integrals.Comment: 37 pages; v2 is the published version of this work with references
added relative to v
Thermal Stress on Intertidal Limpets: Long-Term Hindcasts and Lethal Limits
When coupled with long-term meteorological records, a heat-budget model for the limpet, Lottia gigantea, provides a wealth of information regarding environmental and topographic controls of body temperature in this ecologically important species. (1) The maximum body temperature predicted for any site (37.5°C) is insufficient to kill all limpets, suggesting that acute thermal stress does not set an absolute upper limit to the elevation of L. gigantea on the shore. Therefore, the upper limit must be set by behavioral responses, sublethal effects or ecological interactions. (2) Temperatures sufficient to kill limpets are reached at only a small fraction of substratum orientations and elevations and on only three occasions in 5 years. These rare predicted lethal temperatures could easily be missed in field measurements, thereby influencing the interpretation of thermal stress. (3) Body temperature is typically higher than air temperature, but maximum air temperature can nonetheless be used as an accurate predictor of maximum body temperature. Warmer air temperatures in the future may thus cause increased mortality in this intertidal species. Interpretation of the ecological effects of elevated body temperature depends strongly on laboratory measurements of thermal stress, highlighting the need for additional research on the temporal and spatial variability of thermal limits and sublethal stress. The lengthy time series of body temperatures calculated from the heat-budget model provides insight into how these physiological measurements should be conducted
Multiparton webs in non-abelian gauge theories at three loops and beyond
Amplitudes in theories with a massless gauge boson suffer from so-called
infrared divergences where off-shell states become asymptotically close to the
mass-shell in loop or phase-space momentum integrals. These singularities have
been shown to cancel intricately order-by-order in the perturbative expansion.
However, in order to obtain meaningful and precise predictions for physical
observables, we must understand and compute such divergences to high orders.
This can be accomplished by calculating webs: weighted sets of Feynman
diagrams which, when exponentiated give the complete infrared singular component
of the amplitude, known as the soft function. This quantity is formally
equivalent to a vacuum expectation value of a product of Wilson lines. In this
thesis we shall study webs correlating multiple Wilson lines, which differs from
the two line case due to the possibility of non-trivial colour flows. This renders
the soft function matrix valued in the space of colour flows, thus making its
calculation and renormalisation non-trivial. At present, the infrared singularities
of non-abelian, multiparton scattering amplitudes are known only to two loops in
general kinematics, and to three loops in a simplifying kinematic limit. This thesis
will thus form part of a program of work aimed at calculating and understanding
the three-loop singularities in general kinematics and in doing so we aim to gain
all-order insights into the pertubative structure of non-abelian gauge theories.
We first specialise to a subset of webs which we have called Multiple Gluon
Exchange Webs (MGEWs), which contain only those diagrams with direct
exchanges of soft gauge bosons directly between Wilson lines with no intervening
three- or four- boson vertices. Studing their properties allows us to construct a
basis of functions which describes all examples of such webs, and we conjecture
will continue to do so at any order. Furthermore, we find that the basis functions
can be described by a simple, one-dimensional integral over only logarithms. We
go on to compute several examples providing evidence for the validity of our basis
and demonstrate the utility of the framework we have built by computing a four-loop
web and providing some all-order results for particular classes of MGEW.
We then consider a step beyond MGEWs, that is, webs which contain a single
three-gluon vertex sub-diagram. In particular we study the simplest web in this
class correlating four lines at three loops and attempt to calculate it through the
numerical fitting of a physically motivated ansatz. We show that this web cannot
carry kinematic dependence through conformal invariant cross ratios, which arise
when connected subdiagrams correlate at least four lines. Hence, it is subject
to the same constraints as MGEWs with regards to their symbol alphabet, from
the physical considerations in their lightlike limit and spacelike/timelike analytic
continuation. Like all other known webs satisfying such constraints, we therefore
argue that it can be written in terms of sums of products of MGEW basis
functions. Symmetries inherent to our parameterisation of the cusp angles, Bose
symmetry and transcendental weight further constrain this ansatz, resulting in
forty parameters for which we present preliminary results of a numerical fit
Undergraduate Education Studentsâ Perceptions of Effective and Ineffective Course Experiences: What Counts as an Effective Experience?
Pre-service teachersâ conceptions of effective and ineffective instruction stand to inform their personal views of what constitutes effective and ineffective instruction, yet few qualitative studies have examined both conceptions of effective and ineffective instruction. The purpose of this study was to determine whether pre-service teachers described what happens in university courses primarily in terms of teacher characteristics, teaching practices, or instructional context. There were two research questions guiding the study. First, how are the dimensions of effective and ineffective instruction alike and different? Second, how do results correspond to similar qualitative studies? Nine distinct themes were inductively derived through open coding of 34 pre-service teachersâ essays: (a) motivation, (b) student autonomy, (c) meaningful learning, (d) comfortable learning environment, (e) classroom management, (f) student-teacher relationship, (g) teacherâs personal characteristics and manner, (h) lesson organization, and (i) teacher impact/student development. The results of this study support previous findings and add to the small number of studies that have examined pre-service teachers' descriptions of effective and ineffective instruction. Findings have also contributed a new category that has not appeared in previous literature: teacher impact/student development. Pre-service teachersâ descriptions in this study confirm that the theoretical conception of what happens in classrooms must include the teacherâs characteristics, teaching, and the context of instruction.
Keywords: education theory and practice, educational psychology, higher education, teacher education, pre-service teacher beliefs, pre-service teacher conceptions, effective instruction, effective teaching.
Les conceptions quâont les enseignants en formation de lâenseignement efficace et inefficace informent naturellement leurs points de vue personnels de ce qui constitue lâenseignement efficace et inefficace; pourtant, peu dâĂ©tudes qualitatives se sont penchĂ©es sur les conceptions de lâenseignement efficace ainsi que sur celles de lâenseignement inefficace. Lâobjectif de cette Ă©tude Ă©tait de dĂ©terminer dans quelle mesure les enseignants en formation dĂ©crivent ce qui se passe dans les cours Ă lâuniversitĂ©, notamment en fonction des caractĂ©ristiques des enseignants, des pratiques dâenseignement ou du contexte pĂ©dagogique. Deux questions ont guidĂ© la recherche. Dâabord, quâest-ce que lâenseignement efficace et lâenseignement inefficace ont en commun et quâest-ce qui les distingue? DeuxiĂšmement, comment les rĂ©sultats correspondent-ils Ă ceux dâĂ©tudes qualitatives similaires? Un codage ouvert de 34 dissertations Ă©crites par des enseignants en formation a permis de recueillir, par induction, neuf thĂšmes distincts: (a) motivation, (b) autonomie des Ă©tudiants, (c) apprentissage significatif, (d) milieu dâapprentissage confortable, (e) gestion de la classe, (f) rapport Ă©tudiant-enseignant, (g) caractĂ©ristiques et maniĂšres personnelles de lâenseignant, (h) organisation des leçons, et (i) impact de lâenseignant/progression des Ă©tudiants. Les rĂ©sultats de cette Ă©tude appuient ceux des Ă©tudes antĂ©rieures. Cette Ă©tude Ă©largit le nombre restreint dâĂ©tudes qui ont portĂ© sur les descriptions par des enseignants en formation de lâenseignement efficace et lâenseignement inefficace. Les rĂ©sultats contribuent Ă©galement Ă une nouvelle catĂ©gorie qui nâapparait pas dans les travaux antĂ©rieurs : impact de lâenseignant/progression des Ă©tudiants. Les descriptions par les enseignants en formation qui ont participĂ© Ă cette Ă©tude confirment la conception thĂ©orique selon laquelle ce qui arrive dans la salle de classe doit tenir compte des caractĂ©ristiques personnelles de lâenseignant, de lâenseignement et du contexte pĂ©dagogique.
Mots clĂ©s : thĂ©orie et pratique en Ă©ducation, psychologie de lâĂ©ducation; Ă©tudes supĂ©rieures, formation des enseignants; croyances des enseignants en formation, conceptions des enseignants en formation, enseignement efficac
A CASE STUDY ON THE EFFECTS OF THE UPPER ARM DEFINITION ON SHOULDER AND ELBOW KINEMATICS DURING THE BADMINTON SMASH
The aim of this case study was to identify the effect of the upper arm definition on shoulder and elbow kinematics during the badminton smash. A method was proposed that corrects the false external rotation when using the shoulder-elbow-wrist plane based on the carrying angle (ISB-2C) and compared to ISB recommendations for defining the upper arm (ISB-1 and ISB-2). Differences were found in shoulder and elbow kinematics, in particular angular velocities. Both magnitude and the time history of the angular velocity were affected. In particular, use of the medial and lateral epicondyles was unable to detect a reasonable signal for pronation/supination. ISB-2C reduces some of the problems associated with ISB-1 and ISB-2 e.g. soft-tissue artifact, proximity of medial and lateral epicondyles to the humeral longitudinal axis and false external rotation caused by the carrying angle
RELATIONSHIPS BETWEEN WHOLE-BODY KINEMATICS AND BADMINTON JUMP SMASH RACKET HEAD SPEED
The purpose of this study was to identify kinematic determinants of shuttlecock speed in the badminton jump smash. Three-dimensional kinematic (400 Hz) data were collected for 18 experienced male badminton players using an 18 camera Vicon Motion Analysis System. Each participant performed 12 jump smashes. The trial with the fastest shuttlecock speed per participant was analysed using an 18-segment rigid body model. Parameters were calculated describing elements of the badminton jump smash technique. Four kinematic variables were significantly correlated with racket head speed. Greater peak wrist joint centre linear velocity, jump height, shorter acceleration phase, and greater shoulder internal rotation at shuttlecock / racket impact
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