世界経済・社会統計 = World development indicators

1. Introduction and Overview. 2. Detecting Influential Observations and Outliers. 3. Detecting and Assessing Collinearity. 4. Applications and Remedies. 5. Research Issues and Directions for Extensions. Bibliography. Author Index. Subject Index.

Regression Diagnostics: Identifying Influential Data and Sources of Collinearity

The 2008 crash has left all the established economic doctrines - equilibrium models, real business cycles, disequilibria models - in disarray. Part of the problem is due to Smith’s "veil of ignorance": individuals unknowingly pursue society’s interest and, as a result, have no clue as to the macroeconomic effects of their actions: witness the Keynes and Leontief multipliers, the concept of value added, fiat money, Engel’s law and technical progress, to name but a few of the macrofoundations of microeconomics. A good viewpoint to take bearings anew lies in comparing the post-Great Depression institutions with those emerging from Thatcher and Reagan’s economic policies: deregulation, exogenous vs. endoge- nous money, shadow banking vs. Volcker’s Rule. Very simply, the banks, whose lending determined deposits after Roosevelt, and were a public service became private enterprises whose deposits determine lending. These underlay the great moderation preceding 2006, and the subsequent crash.

The Economic Institutions of Capitalism

1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.

将“Cooperative Learning”融入课堂——浅谈英语素质教育

This paper sets out to explore contexts for entrepreneurship, illustrating how a contextualized view of entrepreneurship contributes to our understanding of the phenomenon. There is growing recognition in entrepreneurship research that economic behavior can be better understood within its historical, temporal, institutional, spatial, and social contexts, as these contexts provide individuals with opportunities and set boundaries for their actions. Context can be an asset and a liability for the nature and extent of entrepreneurship, but entrepreneurship can also impact contexts. The paper argues that context is important for understanding when, how, and why entrepreneurship happens and who becomes involved. Exploring the multiplicity of contexts and their impact on entrepreneurship, it identifies challenges researchers face in contextualizing entrepreneurship theory and offers possible ways forward.

https://papers.ssrn.com/sol3/Delivery.cfm/j_1540-6520_2010_00427_x_wml.pdf?abstractid=1784106&mirid=2

Contextualizing Entrepreneurship—Conceptual Challenges and Ways Forward:

I Introduction Parents and policymakers have long been concerned about racial diversity's affect on school performance. Racial diversity's impact on African-American students' academic achievement was at the heart of the 1954 U.S. Supreme Court decision in Brown v. Board of Education (Armor 1995). "White flight," where white families move to segregated communities or enroll their children in private schools, was another historical manifestation of this concern (Fairlie and Resch 2002). Most recently, public policy debates surrounding ability tracking, charter schooling, open enrollment, and school vouchers have also reflected concern about how these policies will affect school racial composition and academic outcomes (Greene 1999; Renzulli and Evans 2005). In light of this concern a body of research examines the impact of racial "peer effects" on school performance. Following the Brown v. Board of Education decision, early social science research focused on racial isolation's harmful effects on African-Americans' academic performance. Two influential reports were Coleman et al. (1966) and the U.S. Commission on Civil Rights (1967), which found that African-American students' racial isolation in segregated schools lowered their academic achievement. Jencks et al. (1972) found that desegregation improved black children's school performance by 2 to 3 percent; and Guryan (2004) estimates that half of the decline in black dropout rates during the 1970s occurred because of desegregation. In a related line of research Hoxby (2000) finds that black third graders perform substantially worse when surrounded by other black students than when they are in classes that are primarily white. Hanushek, Kain, and Rivkin (2009) isolate the peer composition of racial diversity and find similar results, namely, that having a higher percentage of black classmates lowers black academic achievement. Positive racial peer effects are the conventional channel through which racial diversity is thought to affect school performance. However, recent research in economic development suggests that diversity might negatively affect education and education-related outcomes. Several papers in this literature find that greater diversity is associated with worse political-economic outcomes (see, for instance, Easterly and Levine 1997; La Porta et al. 1999; Zak and Knack 2001). (1) This includes those related to schooling. For example, Easterly and Levine (1997) find a negative relationship between the degree of ethnolinguistic fractionalization and the number of years of schooling in a country. Similarly, Alesina, Baqir, and Easterly (1999) examine U.S. school districts and find that racial diversity lowers school spending. This literature points to policy choices--in particular public goods spending--as the channel through which diversity negatively affects education. According to this reasoning, diverse citizens have diverse and often inconsistent needs. They therefore find it more difficult to agree on the level and kinds of public goods that government should provide. This disagreement in turn leads important public goods, such as education, to be underprovided, if underprovided education means lower educational achievement, this work suggests a channel, which we call the "public goods channel," through which higher racial diversity could lead to lower school performance. This article empirically tests the public goods channel using data on Ohio school districts. We find that moving from a completely homogenous school district to one in which two racial groups have equal population shares is associated with a 7-17.5 percentage point decline in the passage rate on the state math exam. While our results suggest that racial diversity is negatively associated with school performance, we find that that the public goods channel is not the reason for this relationship. Compared to between countries, there is minimal institutional or policy variation between Ohio's school districts. …

https://www.peterleeson.com/Racial_Fractionalization_and_School_Performance.pdf

Racial Fractionalization and School Performance

There is a large literature estimating the effect of economic freedom on economic growth or income levels. Most studies examine the relationship between economic freedom and growth or income levels for countries, while a few examine the relationship for U.S. states. Absent in the state‐level literature is consideration of the presence of spatial spillovers affecting the freedom‐income relationship. Neglecting to account for spatial autocorrelation can bias estimation results and therefore inferences drawn. We find evidence of a spatial pattern in real per‐capita gross state product (GSP) that affects nonspatial estimates of the freedom‐income relationship. Taking into account the direct and indirect effects of economic freedom on real per‐capita GSP, we find a 10% increase in economic freedom is associated with a 5% increase in real per‐capita GSP. (JEL E02, O47, R11)

Economic freedom and income levels across u.s. states: a spatial panel data analysis

Using daily panel data from Detroit, we empirically explore the relationship between the National Football League (NFL) and crime in a city. We exploit the natural experiment of the Detroit...

/pdf/does-the-presence-of-professional-football-cause-crime-in-a-1huocya64e.pdf

Does the presence of professional football cause crime in a city? Evidence from Pontiac, Michigan.

Teaching Private Enterprise Through Tunes: An Abecedarium of Music for Economists

The Economic Freedom of the World (EFW) index is extensively used in academic research to show how economic freedom relates to a wide array of economic and social outcomes. Given this, it is important that researchers understand the goal of the index and how to properly utilize this index in their research. There seem to be several common misconceptions about the EFW index resulting from a simple misunderstanding of the index itself. This paper discusses each of these misconceptions in turn and makes suggestions for future research. This paper aims to significantly improve the quality of research using the EFW index, and possibly the EFW index itself through the development of new datasets and weighting schemes.

Joshua C. Hall

Papers

Racial Fractionalization and School Performance

Economic freedom and income levels across u.s. states: a spatial panel data analysis

Does the presence of professional football cause crime in a city? Evidence from Pontiac, Michigan.

Teaching Private Enterprise Through Tunes: An Abecedarium of Music for Economists

Economic Freedom Research: Some Comments and Suggestions