Social Sciences Education eJournal最新文献

{"title":"Assessing the Impact of Financial Education Programs: A Quantitative Model","authors":"A. Lusardi, P. Michaud, O. Mitchell","doi":"10.2139/ssrn.3540498","DOIUrl":"https://doi.org/10.2139/ssrn.3540498","url":null,"abstract":"Abstract Prior studies disagree regarding the effectiveness of financial education programs, especially those offered in the workplace. To explain such measurement differences in evaluation and outcomes, we employ a stochastic life cycle model with endogenous financial knowledge accumulation and investigate how financial education programs optimally shape key economic outcomes. This approach permits us to measure how such programs shape wealth accumulation, financial knowledge, and participation in sophisticated assets (e.g. stocks) across heterogeneous consumers. We apply conventional program evaluation econometric techniques to simulated data, distinguishing selection and treatment effects. We show that the more effective programs provide follow-up in order to sustain the knowledge acquired by employees via the program; in such an instance, financial education delivered to employees around the age of 40 can raise savings at retirement by close to 10%. By contrast, one-time education programs do produce short-term but few long-term effects. We also measure how accounting for selection affects estimates of program effectiveness for those who participate. Comparisons of participants and non-participants can be misleading, even using a difference-in-difference strategy when the common-trend assumption is unlikely to hold. Random program assignment is needed to evaluate program effects on those who participate.","PeriodicalId":160212,"journal":{"name":"Social Sciences Education eJournal","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133130279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does a Successful Randomized Experiment Lead to Successful Policy? Project Challenge and What Happened in Tennessee After Project STAR","authors":"P. V. von Hippel, Chandi Wagner","doi":"10.2139/ssrn.3153503","DOIUrl":"https://doi.org/10.2139/ssrn.3153503","url":null,"abstract":"A growing number of policy makers request research evidence before making policy decisions. Yet the evidence, when provided, may have little impact on policy. \u0000In this article, we revisit how Tennessee handled class size policy in 1984-93. The conventional history is an inspiring narrative of evidence-based policy. The state funded a randomized experiment (Project STAR), which showed that reducing class sizes to 15 could raise test scores. It then funded class size reduction in the poorest school districts (Project Challenge), achieving similar effects. Finally, the state reduced class sizes statewide (under the Basic Education Program). \u0000Our revised history paints a less inspiring picture. Though Project STAR was exemplary, Project Challenge was not. Evidence from district report cards suggest that the districts targeted by Project Challenge did not reduce class sizes and did not raise test scores. After Project Challenge, Tennessee’s Basic Education Program did reduce class sizes statewide, but the reduction was token, taking average student-teacher ratios from 26 down to 25. Later other states reduced class sizes, citing evidence from Project STAR, but the reductions and contexts differed from those in Project STAR, and effects were disappointing. \u0000If evidence is to improve social outcomes, it must be better integrated into policy decisions.","PeriodicalId":160212,"journal":{"name":"Social Sciences Education eJournal","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132368157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reconsidering the Exemption for Educational and Research Establishments Under the Directive on Re-Use of Public Sector Information (2003/98/EC; 2013/37/EU) – Possible Ways and Legal Consequences","authors":"Heiko Richter","doi":"10.2139/SSRN.3090337","DOIUrl":"https://doi.org/10.2139/SSRN.3090337","url":null,"abstract":"The article discusses the possibilities of including public research and educational establishments within the scope of the Directive regulating the re-use of public sector information (‘PSI Directive’). It subsequently evaluates the legal consequences of such an inclusion. Focusing on scientific information, the analysis connects the long-standing debates about open access and open education to open government data. Their common driving force is the call for a widespread dissemination of publicly funded information. However, the regulatory standard set out by the PSI Directive is characterized by considerable legal uncertainty. Therefore, it is difficult to derive robust assumptions that can form the basis for predicting the effects of extending the PSI Directive’s scope to research information. A potential revision of the PSI Directive should reduce this uncertainty. Moreover, PSI regulation must account for the specific incentives linked to the creation and dissemination of research results. This seems of primary importance for public-private research collaborations because there is a potential risk that a full application of the PSI Directive might unduly change incentives for such collaborations.","PeriodicalId":160212,"journal":{"name":"Social Sciences Education eJournal","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121970929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Production Forecasting and Evaluation of Investments Using Allen Two-Factor Production Function","authors":"V. Koval, Olha Slobodianiuk, V. Yankovyi","doi":"10.30525/2256-0742/2018-4-1-219-226","DOIUrl":"https://doi.org/10.30525/2256-0742/2018-4-1-219-226","url":null,"abstract":"The purpose of the article is to substantiate and systematize theoretical knowledge about Allen production function and it is an attempt to apply it in the tasks of modelling, analysis, and production forecasting at enterprises. Methodology. In the presented work, estimation’s questions of unknown parameters of Allen function based on the least squares method and regression analysis on the basis of standard programs of the Excel are discussed; its belonging to neoclassical functions, as well as the most important economic and mathematical characteristics. In particular, in the framework of Allen production function, the formulas for average return of resources (capital productivity and productivity), marginal returns of resources, elasticity of output on factors need for productive resources, when there is a production output and one of the factors is given, also the replacement of resources (capital assets), the marginal rate of substitution of factors, the elasticity of replacement of resources (labour with capital). Results. Based on the assumption that Allen function belongs to the group of substitutional functions according to the equivalence principle, the formula of optimal capital formation is determined, which maximizes output at given total capital expenditures on the main production funds and labour remuneration (minimizes the total capital expenditures for a given volume of production). In addition, the calculation formulas for determining the maximum output (minimum total cost of capital) in terms of optimal capital stock are given. All the above indicators are summarized in the summary table of the main economic and mathematical characteristics of Allen production function. Practical implications. In the case when the model is based on empirical data that varies in time, for example, at one enterprise in a number of years, we are proposed to use the dynamic Allen production function, which explicitly includes the time factor. In both cases, the volume of the information base (sample size) is determined, which will ensure the representativeness of future conclusions regarding unknown parameters that are subject to evaluation. The article also considers Allen production function as an instrument for evaluating the economic efficiency of future investment in production in the usual and dynamic variants. Value/originality. The obtained theoretical and methodological aspects of Allen two-factor production function are illustrated in a practical example of construction, economic interpretation, and practical use of the model.","PeriodicalId":160212,"journal":{"name":"Social Sciences Education eJournal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129034781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Challenges of Applying Question Method in Teaching and Learning Concepts in Psychological Sciences in the University","authors":"G. Okebiro","doi":"10.2139/ssrn.3135709","DOIUrl":"https://doi.org/10.2139/ssrn.3135709","url":null,"abstract":"Question is frequently used by all teachers in psychological science but also inadequately applied in teaching and learning psychological science. In question setting there are three important domains which constitute cognitive, affective and psycho motor. The two classification of cognitive and affective are known as taxonomy. Each domain therefore is organized in a hierarchical order meaning that within each domain exists organization in which it represents, which is known as levels. In cognitive domain there are six levels of knowledge that is knowledge, comprehension, application, analysis and synthesis and evaluation and on the affective domain involves five levels as follows; receiving, responding, valuing, organizing a value set and characterizing by values complex. There are some key terms used in each level. The problem lecturers do not set questions which test all the levels in cognitive and affective domains, so that learners can be able to answer concepts clearly and balancing knowledge and skills gained. The objective of the paper is to investigate whether lecturers use taxonomy in setting questions for learners in psychological sciences in the university level. The research adopts survey method by taking sample papers of social/psychological sciences in ten universities through convenience sampling technique. The key findings indicates that lecturers usually set questions which test knowledge and comprehension levels and do not set questions in application, analyzing and synthesis levels. These is shown through the commonly key terms used such as explain, list, name, what, differentiate, discuss and omitting key terms like apply, design, analyze, distinguish, determine, evaluate, illustrate and assess. It is therefore concluded that question method is not properly used or applied in teaching and learning psychological sciences. It is recommended that the lecturers to use taxonomy of setting questions to ensure that there reliability and validity testing and evaluating learners psychological sciences.","PeriodicalId":160212,"journal":{"name":"Social Sciences Education eJournal","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129461747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mexico from the 1960s to the 21st Century: From Fiscal Dominance to Debt Crisis to Low Inflation","authors":"Felipe Meza","doi":"10.2139/ssrn.3182594","DOIUrl":"https://doi.org/10.2139/ssrn.3182594","url":null,"abstract":"The objective of this paper is to analyze the monetary and fiscal history of Mexico using as framework the model of Sargent and Wallace (1981). I study the period 1960-2016. I evaluate the ability of the model to explain the crises of 1982 and 1994. The model can explain the 1982 Debt Crisis, but cannot explain the 1994 Crisis. A constitutional change in the relation between the Federal Government and Banco de México, and policy choices made in the aftermath of the 1994 Crisis, are consistent with a transition from fiscal dominance to an independent central bank. Inflation fell persistently after 1995, reaching values of 3 percent per year in mid-2016. That number is the target of the central bank. After a long transition after the 1982 Crisis Mexico succeeded controlling inflation. I discuss the forces that reduced inflation over time: A long sequence of primary surpluses, negotiations between the government, workers and businessmen, the constitutional change that gave independence and a goal to the central bank, and the current inflation targeting regime. On the fiscal side I observe a change in the downward trend of the total debt to GDP ratio, as it fell from the 1980s to 2009, year in which it started growing persistently.","PeriodicalId":160212,"journal":{"name":"Social Sciences Education eJournal","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115781038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adam Ruins Everything, Except Economics","authors":"Jadrian Wooten, James E. Tierney","doi":"10.2139/SSRN.3125143","DOIUrl":"https://doi.org/10.2139/SSRN.3125143","url":null,"abstract":"Adam Ruins Everything is a self-proclaimed “half-hour information comedy show” that appears on truTV. The main goal of the show is to take topics and discuss how they are not as great as one might expect; for example, gift giving. In doing this, Adam Ruins Everything touches on many economics topics that are relevant to introductory-level courses. This paper provides a comprehensive analysis of the network television show Adam Ruins Everything to aid instructors interested in adopting television clips into the classroom.","PeriodicalId":160212,"journal":{"name":"Social Sciences Education eJournal","volume":"370 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124954046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Human Capital and Income Inequality","authors":"Jong‐Wha Lee, Hanol Lee","doi":"10.2139/ssrn.3198573","DOIUrl":"https://doi.org/10.2139/ssrn.3198573","url":null,"abstract":"We investigate empirically how human capital, measured by educational attainment, is related to income distribution. We find that the regressions, using a panel data set covering a broad range of countries between 1980 and 2015, show that a more equal distribution of education contributes significantly to reducing income inequality. Educational expansion is a major factor in reducing educational inequality and thus income inequality. Public policies that improve social benefits and price stability contribute to reducing income inequality, while public spending on education helps to reduce educational inequality. In contrast, higher per capita income, greater openness to international trade, and faster technological progress tend to make both income and education distribution more unequal. Using the calibration of empirical results, we find that we can attribute the rising income inequality within East Asian economies in recent decades to the unequalizing effects of fast income growth and rapid progress in globalization and technological change, which have surpassed the income-equalizing effects from improved equality in the distribution of educational attainment during the period.","PeriodicalId":160212,"journal":{"name":"Social Sciences Education eJournal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128578655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La Estructura Temporal de los Tipos de Interés (Term Structure of Interest Rates)","authors":"Juan Mascareñas","doi":"10.2139/SSRN.2314102","DOIUrl":"https://doi.org/10.2139/SSRN.2314102","url":null,"abstract":"Spanish Abstract: En esta monografia se describe la estructura temporal de los tipos de interes, la curva de rendimientos cupon-cero, los tipos de interes a plazo implicitos, la teoria de las expectativas del mercado sobre los tipos de interes, la teoria de la preferencia por la liquidez, la teoria de la segmentacion del mercado, la teoria del habitat preferido, la ETTI como un proceso estocastico.English Abstract: This monograph describes the term structure of interest rate, the zero-coupon yield curve, forward interest rates, the theory of expectations, the liquidity preference theory, the segmentation theory, the preferred habitat theory, and the term structure as a stochastic process.","PeriodicalId":160212,"journal":{"name":"Social Sciences Education eJournal","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132761400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bitcoin: Investment or Illusion?","authors":"G. Allayannis, A. Fernstrom","doi":"10.2139/ssrn.3101107","DOIUrl":"https://doi.org/10.2139/ssrn.3101107","url":null,"abstract":"The case describes a hypothetical hedge fund manager who is examining whether to invest in bitcoin. The case discusses potential risks and rewards of investing in bitcoin, the role of bitcoin and digital currencies more broadly, and financial innovation in the space, such as ICOs. It can be taught as part of a second-year MBA elective course in investments, financial institutions/capital markets, or fintech. \u0000Excerpt \u0000UVA-F-1819 \u0000Rev. Jan. 29, 2018 \u0000Bitcoin: Investment or Illusion? \u0000Stay away from bitcoin. It is a mirage. —Warren Buffett \u0000It is a fraud. It is worse than tulip bulbs. —Jamie Dimon \u0000Bitcoin offers a sweeping vista of opportunity. —Marc Andreessen \u0000. . .","PeriodicalId":160212,"journal":{"name":"Social Sciences Education eJournal","volume":"26 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120910740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}