Gender Differences in Returns on Education
I. Introduction
For a society that claims to value equality in the workplace, the gender gap in wages in
America seems awfully persistent. This paper investigates the differences in wages between men
and women at different levels of education using data from a sub sample of the Current
Population Survey (2012). Such analysis will help reveal the nature of the gender gap, and may
help identify the segments in which discrimination in the workforce may exist. Using linear
regressions, I first confirm the wage gap in the data and that returns to education are positive.
Next, I use interaction variables to illuminate gender differences on returns at the different levels
of education (high school, bachelor’s, and master’s). Overall, I find that females see higher
returns than men for completing high school and college, but not for graduate school.
II. Data
The data set consists of 999 observations of working individuals between the ages of 18
and 54:
The average age in the sample is 39.11 years old. On average, individuals made $16.92
an hour with a standard deviation of $9.80. The average highest grade completed, 13.28, shows
that most graduated high school. 88% of the sample have high school diplomas, 24% hold a
bachelor's degree, and 7.4% have completed at least a master’s. A majority was white (81.6%).
10% of the individuals were black, 9% were other races. 22.7% of the workers were parttime.
Approximately half of the sample was female. The following histogram shows the distribution of
education level:
Most of the data lies on the milestone years. The 12, 14, 16, and 16 areas represent high school
diplomas, associate's, bachelor’s, and master’s degrees. However there is some ambiguity at the
14th grade level: these observations could be both associate’s degree holders or four year college
dropouts.
III. Empirical Methodology
To compare gender differences in the returns on wages at different levels of education I
run a linear regression on log wages:
The particular variables of interest are B9, B10, and B11. These interaction variables will show
the additional percentage point increase or decrease in wages that females accrue at the different
levels of education.
Because the distribution of wages is skewed right, I choose to use log wages, which are
more normally distributed and thus may increase the goodness of fit. Based on prior research, I
expect to see positive, though diminishing, returns to age. Thus, one would expect B1 to be
positive and B2 to be negative. Income inequality between whites and blacks is well established
in economic literature, so I expect B3 to be negative. B4 is also likely negative since many of the
higher paying jobs would be full time. I expect a negative coefficient on the female variable,
matching my hypothesis that the wage gap is present in the data. Lastly, the coeffic ...
This document summarizes a study examining the racial wage gap in the United States using data from the 2014 Current Population Survey. A regression analysis found that black and American Indian workers earned significantly less than white workers with the same education and experience levels, indicating a persisting racial wage gap. Specifically, the analysis found that black workers earned 21.6% less and American Indian workers earned 58% less than white workers on average. The study concludes that racial discrimination continues to negatively impact minorities' wages in the U.S. labor market.
The document analyzes data from the 2009 ISSP survey on social inequality in Switzerland to examine factors influencing income levels. A structural equation model is used with income as the dependent variable, and factors like parents' jobs, education levels, and gender as predictors. The model finds the predictors have little significant effect on income. Most fit indexes show the model is not a good match for the data. The hypotheses and relationships between variables are rejected due to lack of evidence.
The document discusses potential issues with Michigan's proposed increases to high school graduation requirements. It argues that the requirements are unlikely to meaningfully improve students' workforce skills or increase postsecondary attendance rates. The requirements may instead increase dropout rates, water down curriculums, crowd out career-focused courses, and stifle curricular innovation. More flexible reforms are needed that target curriculum and instruction rather than rigid course mandates.
This report examines policy alternatives to improve career and technical education in Virginia. It finds that many high school graduates face underemployment or unemployment due to lack of skills. The report evaluates 3 options: maintaining the status quo of decentralized career education, integrating career classes into high schools, or partnering high schools with community colleges to offer career training. It concludes that partnering with community colleges warrants further cost-benefit analysis and could effectively train students for in-demand jobs.
Webinar - Closing the Gap: How Organizations are Making Fair Pay a RealityPayScale, Inc.
Join Payscale’s Chief Product Evangelist, Ruth Thomas, and Associate Director of Content Marketing, Amy Stewart as they discuss this year’s gender pay gap report findings and what this means for organizations looking to take steps towards fair pay.
The document presents an analysis comparing public and private undergraduate business schools. Some key findings include:
- Private school students on average pay $25,710 more per semester in tuition costs and have total program costs that are $102,000 higher than public schools.
- Public schools have a higher average starting salary per tuition dollar spent per semester ($4.22) compared to private schools.
- Public schools have better average ROI rankings (53 spots higher) indicating a better return on investment compared to private schools.
- On average, private school students spend $82,279 more on tuition than their starting median salary, while public school students make $16,598 more than their total tuition costs in
Britain requires companies to report their gender pay gaps, revealing an average 12% gap. While some gaps reflect unequal opportunities rather than pay discrimination, they highlight issues like women being less likely to be promoted and "leaking pipelines" where women's representation declines at higher levels. Mandatory reporting has sparked discussion within companies on equitable hiring, pay, and advancement opportunities to address underlying causes rather than just outcomes. Even with fair practices, some gap may remain given women's greater responsibilities for child and elder care.
Here are some constructive ways to approach the topic of getting paid in full without coming across as angry or bitter:
Focus on professionalism. Explain that as service providers, it's important we conduct ourselves professionally by fulfilling contractual obligations and honoring agreements. Highlight how getting paid allows us to do our work and serve other clients.
Lead with understanding, not accusation. Acknowledge that non-payment can happen for various reasons outside others' control. Offer to have an open discussion to resolve issues respectfully.
Emphasize mutual benefit. Remind that getting proper compensation allows you to continue operating, which benefits all parties. Timely payment protects the business relationship.
Suggest practical solutions. Offer payment plans, discounts
This document summarizes a study examining the racial wage gap in the United States using data from the 2014 Current Population Survey. A regression analysis found that black and American Indian workers earned significantly less than white workers with the same education and experience levels, indicating a persisting racial wage gap. Specifically, the analysis found that black workers earned 21.6% less and American Indian workers earned 58% less than white workers on average. The study concludes that racial discrimination continues to negatively impact minorities' wages in the U.S. labor market.
The document analyzes data from the 2009 ISSP survey on social inequality in Switzerland to examine factors influencing income levels. A structural equation model is used with income as the dependent variable, and factors like parents' jobs, education levels, and gender as predictors. The model finds the predictors have little significant effect on income. Most fit indexes show the model is not a good match for the data. The hypotheses and relationships between variables are rejected due to lack of evidence.
The document discusses potential issues with Michigan's proposed increases to high school graduation requirements. It argues that the requirements are unlikely to meaningfully improve students' workforce skills or increase postsecondary attendance rates. The requirements may instead increase dropout rates, water down curriculums, crowd out career-focused courses, and stifle curricular innovation. More flexible reforms are needed that target curriculum and instruction rather than rigid course mandates.
This report examines policy alternatives to improve career and technical education in Virginia. It finds that many high school graduates face underemployment or unemployment due to lack of skills. The report evaluates 3 options: maintaining the status quo of decentralized career education, integrating career classes into high schools, or partnering high schools with community colleges to offer career training. It concludes that partnering with community colleges warrants further cost-benefit analysis and could effectively train students for in-demand jobs.
Webinar - Closing the Gap: How Organizations are Making Fair Pay a RealityPayScale, Inc.
Join Payscale’s Chief Product Evangelist, Ruth Thomas, and Associate Director of Content Marketing, Amy Stewart as they discuss this year’s gender pay gap report findings and what this means for organizations looking to take steps towards fair pay.
The document presents an analysis comparing public and private undergraduate business schools. Some key findings include:
- Private school students on average pay $25,710 more per semester in tuition costs and have total program costs that are $102,000 higher than public schools.
- Public schools have a higher average starting salary per tuition dollar spent per semester ($4.22) compared to private schools.
- Public schools have better average ROI rankings (53 spots higher) indicating a better return on investment compared to private schools.
- On average, private school students spend $82,279 more on tuition than their starting median salary, while public school students make $16,598 more than their total tuition costs in
Britain requires companies to report their gender pay gaps, revealing an average 12% gap. While some gaps reflect unequal opportunities rather than pay discrimination, they highlight issues like women being less likely to be promoted and "leaking pipelines" where women's representation declines at higher levels. Mandatory reporting has sparked discussion within companies on equitable hiring, pay, and advancement opportunities to address underlying causes rather than just outcomes. Even with fair practices, some gap may remain given women's greater responsibilities for child and elder care.
Here are some constructive ways to approach the topic of getting paid in full without coming across as angry or bitter:
Focus on professionalism. Explain that as service providers, it's important we conduct ourselves professionally by fulfilling contractual obligations and honoring agreements. Highlight how getting paid allows us to do our work and serve other clients.
Lead with understanding, not accusation. Acknowledge that non-payment can happen for various reasons outside others' control. Offer to have an open discussion to resolve issues respectfully.
Emphasize mutual benefit. Remind that getting proper compensation allows you to continue operating, which benefits all parties. Timely payment protects the business relationship.
Suggest practical solutions. Offer payment plans, discounts
The document summarizes key findings from a survey of over 4,900 recent college graduates. Some of the main findings include:
1) Nearly half of graduates from four-year colleges say they are working in jobs that do not require a four-year degree. Graduates feel overqualified for their jobs.
2) About one-third of graduates do not feel their college education prepared them well for the working world.
3) Half of all graduates have regrets and say they would choose a different major or school if they could do it again.
Delivered in partnership with Survation, the seventh edition of ‘State of the Profession’ gives evidence to burgeoning cross-industry convergence between PR and marketing; the increasing demand for practitioners to be content creators and curators; and, unprecedented detail on industry issues, including an extensive breakdown of gender pay, found to be the most unequal at the most senior levels.
#StateOfPR 2016 reflects the views of more than 1500 practitioners who shared their thoughts on every aspect of public relations, delivering the most compelling snapshot of PR practice to date.
This paper examines factors that affect four-year graduation rates at public colleges and universities in the United States. The author uses econometric modeling and regression analysis on data from 199 randomly selected public institutions. Key findings from the study suggest higher freshman retention rates, average financial aid amounts, smaller class sizes, in-state tuition costs, and average incoming GPA positively impact graduation rates, while higher male percentages, urban locations, and Hispanic percentages have negative effects. Percentages of Greek life members did not significantly impact rates.
Transparency around pay may help reduce gender pay gaps. Statistics show women earn around 80-91% of what men earn, even after accounting for factors like experience and job role. While discrimination based on gender is illegal, pay secrecy can allow unequal pay to persist. Some companies and places are becoming more transparent about pay, like Subreddit adopting a policy of openly sharing pay ranges, to minimize unequal starting salaries between men and women. Increased transparency around hiring and promotion criteria as well as pay scales may help address unconscious biases and assumptions that contribute to gender pay disparities.
The gender pay gap statistic, which shows that women earn 77 cents for every dollar men earn, is often misunderstood and misused by both critics and supporters of gender equality. While the statistic does not account for all factors like occupation and experience, it still provides useful information about gender inequality in the workplace. The author analyzes additional data showing the pay gap varies in different situations but never disappears, suggesting discrimination remains an issue. More nuanced analysis is needed to fully understand the causes of the gender pay gap.
This paper analyzes factors that affect academic proficiency rates in Minnesota public schools. It measures the relationship between four variables - free and reduced lunch rates (FRL), expenditures per student (EXPEND/ENROL), enrollment (ENROL), and reading proficiency (READ) - and math proficiency rates using data from 325 school districts from 2012-2016. The author develops an empirical model and expects FRL and EXPEND/ENROL to have negative relationships with math proficiency, while ENROL may also negatively impact proficiency due to higher student-teacher ratios. The goal is to determine the effect of each variable and which factors positively or negatively influence proficiency.
Education quality and returns to schooling: evidence from migrants in BrazilFGV Brazil
We provide a new education quality index for states within a developing country using 2010 Brazilian data. This measure is constructed based on the notion that the financial returns obtained from an additional year of schooling can be
seen as being derived from the value that market forces assign to this education. We use migrant data to estimate returns to schooling of individuals who studied in different states but who work in the same labor market. We find very heterogeneous educational qualities across states: the poorest Brazilian region presents education quality levels that are approximately equal to one-third of the average of all other regions, a gap three times larger than the one suggested by standardized test scores. We compare our index with standardized test scores, educational outcome variables, and public expenditure per schooling stage at the state level, producing new evidence related to education in a large developing country. We conduct an education quality-adjusted development accounting exercise for Brazilian states and find that human capital accounts for 26%-31% of output per worker differences. Adjusting for quality increases human capital’s explanatory power by 60%.
Date: 2017-02
Authors:
Brotherhood, Luiz Mário
Ferreira, Pedro Cavalcanti
Santos, Cézar Augusto Ramos
Bonus for balance | Achieving gender equality: where do we start?Morgan McKinley
This document discusses achieving gender equality and closing the gender pay gap. It notes that women are still paid less than men, even when controlling for factors like job role and experience. Unconscious bias and cultural norms that discourage women from self-promotion contribute to this gap. Quotas may help increase women in leadership but do not address root causes. A startup culture that focuses on results rather than hours worked and traditional career paths may be better for gender equality. Mentorship programs need to bring both men and women together to change perceptions.
This document is an MBA admissions essay describing the author's work experience at Hyundai Motor Company in Korea. It details his various roles in the company's finance department from 1991 to 1994, including planning financial schedules and financing car receivables. It then briefly mentions being selected for a strategy role and having global exposure through business trips to places like India. The essay emphasizes acquiring a strategic global outlook through this multicultural work experience to effectively achieve business goals.
This document analyzes income inequality in relation to education level using data from the 2003 and 2013 Current Population Surveys. It finds:
1) The largest education group in both surveys was those with a high school degree or less, followed by some college, college graduate, and advanced degree.
2) Calculated Gini coefficients showed some education groups and gender combinations became more equal over time, while others increased in inequality.
3) Regression analysis rejected the hypothesis of no difference in earnings between similarly educated males and females, indicating income inequality.
Creating Jobs In Ghana UKFIET OXCON 2009 (education, skills, jobs, developmen...RECOUP
Poverty has halved in Ghana over the period from 1991 to 2005. We use the household surveys to investigate possible mechanisms which led to this outcome. In particular how was it linked to the creation of jobs and skills? While in the 1990s the pattern of a growth in urban sector self-employment is clear this process was reversed in the period to 2005. By 2005/06 it had fallen to 18.6 per cent of the working age population, substantially lower than the level of the early 1990s. The fall in urban self-employment was matched by a rise in wage employment in small firms which doubled as a percentage of the workforce from 3.4 to 6.7 per cent. Over the whole period from 1991/92 to 2005/06 the most striking change in the labour force was the rise in employment in small firms, from 225,000 to 886,000. Quite contrary to the perception that wage jobs are not being created they have been expanding far faster than the growth of the labour force. We also find that over the period from 1998/99 to 2005/06 real incomes rose by in excess of 50 per cent and that this rise was fastest in the lowest paying occupation. There was some shift from lower to higher paying occupations but it would appear that the income rises, which underlie the fall in poverty, were uniformly high across all sectors and particularly benefited the unskilled. We compare how skills acquired in technical education and through apprenticeship training have impacted on the types of jobs and their earnings and thus on their role in reducing poverty.
The employment rate of married women with and without pre- school children varies substantially across countries. To what extent can child-related transfers account for this variation? I develop a life-cycle model in which married couples jointly decide their labor supply, female human capital evolves endogenously, and some couples have access to grandparental childcare. I show that child-related transfers can explain most of the variation in the employment rates of married women, even after taking the labor income tax treatment and cross-country variation in childcare fees into account.
The document provides information about a program called Programa Escuelas de Calidad (PEC) instituted in Mexico in 2001 that provided grants and training to primary schools. It describes a dataset on dropout rates of 74,701 primary schools from 2000-2001 to 2003-2004, including schools that enrolled in PEC. It asks a series of questions about how to estimate the causal effect of PEC on dropout rates using this data, and discusses the strengths and weaknesses of different approaches such as simple before-after comparisons or comparing enrolled vs. non-enrolled schools. The best approach is determined to be a differences-in-differences analysis comparing changes in dropout rates over time between schools that did and did not enroll in P
Economist Mary C. Daly, Associate Research Director at the Federal Reserve Bank of San Francisco, and Research Associate Yifan Cao explore whether a college degree still translates to higher earnings, and if those extra earnings are enough to make investing in higher education worthwhile. In this essay, find out if you really need a college degree to climb the economic ladder.
Explain how firms can benefit from forecastingexchange rates .docxhanneloremccaffery
Explain how firms can benefit from forecasting
exchange rates
Describe the common techniques used for
forecasting
Explain how forecasting performance can be
evaluated
explain how interval forecasts can be applied
APA format, minimum 3 sources
Paper will be a minimum of 650 and a maximum of 900 words.
(This includes title section, content, and references…in other
words the entire paper)
.
•POL201 •Discussions •Week 5 - DiscussionVoter and Voter Tu.docxhanneloremccaffery
• POL201 • Discussions • Week 5 - Discussion
Voter and Voter Turnout
Prepare: Prior to completing this discussion question, review Chapters 10, 11, and 12 in American Government and review Week Five Instructor Guidance. Also read the following articles: How Voter ID Laws Are Being Used to Disenfranchise Minorities and the Poor (Links to an external site.)Links to an external site., Fraught with Fraud (Links to an external site.)Links to an external site., and Proof at the Polls (Links to an external site.)Links to an external site.
Reflect: The U.S. has one of the lowest voter turnout rates among modern democratic political systems. One study ranks the U.S. 120th on a list of 169 nations compared on voter turnout (Pintor, Gratschew, & Sullivan, 2002). During the last decade, many initiatives have been undertaken to increase voter participation, yet concerns about the possibility of election fraud have also increased. Additionally, some political interests feel threatened by the increase in turnout among some traditionally low-turnout ethnic minorities. Several states have recently passed legislation imposing new registration and identification requirements. This has sparked debate about whether these are tactics intended to suppress turnout or to prevent fraud. Think about the media’s role in the election process and how both mass media and social media can impact the election process.
Write: In your initial post, summarize recent developments in several states enacting voter ID laws. Analyze and describe the pros and cons on both sides of the debate about these laws. Is voter fraud a major problem for our democracy or are some groups trying to make it harder for some segments of society to vote? What impact has the media (mass and social) had in influencing public opinion regarding voter ID laws? Draw your own conclusion about the debate over voter ID laws and justify your conclusions with facts and persuasive reasoning. Fully respond to all parts of the prompt and write your response in your own words. Your initial post must be at least 300 words. Support your position with at least two of the assigned resources required for this discussion, and/or peer reviewed scholarly sources obtained through the AU Library databases. Include APA in-text citations (Links to an external site.)Links to an external site. in the body of your post and full citations on the references list (Links to an external site.)Links to an external site. at the end. Support your position with APA citations from two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
.
•No less than 4 pages causal argument researched essay •In.docxhanneloremccaffery
•
No less than 4 pages causal argument researched essay
•
Includes an interview with an expert from a university
•
Includes survey question with students concerning the topic
•
Includes arguments from official sources from the library
.
•Focus on two or three things in the Mesopotamian andor Ovids ac.docxhanneloremccaffery
•Focus on two or three things in the Mesopotamian and/or Ovid's account of creation that differ from Genesis. How do they differ? What is the significance of these differences?
•Focus on two or three things in the Mesopotamian and/or
Ovid's account of the flood that differ from Genesis. How do they differ? What is the significance of these differences
.
•Langbein, L. (2012). Public program evaluation A statistical guide.docxhanneloremccaffery
•Langbein, L. (2012). Public program evaluation: A statistical guide (2nd ed.). Armonk, NY: ME Sharpe. ◦Chapter 7, “Designing Useful Surveys for Evaluation” (pp. 209–238)
•McDavid, J. C., Huse, I., & Hawthorn, L. R. L. (2013). Program evaluation and performance measurement: An introduction to practice (2nd ed.). Thousand Oaks, CA: Sage. ◦Chapter 4, “Measurement for Program Evaluation and Performance Monitoring” (pp. 145–185)
•Geddes, B. (1990). How the cases you choose affect the answers you get: Selection bias in comparative politics. Political Analysis, 2(1), 131–150. Retrieved from http://www.uky.edu/~clthyn2/PS671/Geddes_1990PA.pdf
•Levitt, S., & List, J. (2009). Was there really a Hawthorne effect at the Hawthorne plant? An analysis of the original illumination experiments. Retrieved from http://www.nber.org/papers/w15016.pdf
•Urban Institute. (2014). Outcome indicators project. Retrieved from http://www.urban.org/center/cnp/projects/outcomeindicators.cfm
•Bamberger, M. (2010). Reconstructuring baseline data for impact evaluation and results measurement. Retrieved from http://siteresources.worldbank.org/INTPOVERTY/Resources/335642-1276521901256/premnoteME4.pdf
•Parnaby, P. (2006). Evaluation through surveys [Blog post]. Retrieved from http://www.idea.org/blog/2006/04/01/evaluation-through-surveys/
•Rutgers, New Jersey Agricultural Experiment Station. (2014). Developing a survey instrument. Retrieved from http://njaes.rutgers.edu/evaluation/resources/survey-instrument.asp
•MEASURE Evaluation. (n.d.). Secondary analysis of data. Retrieved February 24, 2015, from http://www.cpc.unc.edu/measure/our-work/secondary-analysis/secondary-analysis-of-data
•Zeitlin, A. (2014). Sampling and sample size [PowerPoint slides]. Retrieved from http://www.povertyactionlab.org/sites/default/files/2.%20Sampling%20and%20Sample%20Size_AFZ3.pdf
Now that you have thought through a logical model or framework for your Final Project, it is time to develop preliminary input, output, and outcome indicators. For this Assignment, use the guidelines from the Urban Institute resource and consult relevant Optional Resources from this week.
Submit a 2- to 3-page paper which describes your input, output, and outcome program indicators, including the following:
•Describe the variables and the data you will be using.
•Provide a realistic discussion of the availability of research data.
•Provide an analysis of intended data collection strategies.
◦If a sample or sample survey will be used, discuss the sampling frame or the sampling strategy you intend to use.
.
•Chapter 10 Do you think it is possible for an outsider to accura.docxhanneloremccaffery
•Chapter 10: Do you think it is possible for an outsider to accurately discern about the underlying cultural values of an organization by analyzing symbols, ceremonies, dress, or other observable aspects of culture in comparison to an insider with several years of work experience? Select a percentage (e.g., 10%, 70%, etc.) and explain your reasoning.
•Chapter 11: A noted organization theorist once said, "Pressure for change originates in the environment. Pressure for stability originates within the organization." Do you agree?
•Chapter 12: If managers frequently use experience and intuition to make complex, non-programmed decisions, how do they apply evidence-based management (which seems to suggest that managers should rely on facts and data)?
•Chapter 13: In a rapidly changing organization, are decisions more likely to be made using the rational or political model of organization?
•What biblical implications should be included/addressed?
•How can/should a biblical worldview be applied?
Group Discussion Board Forum Thread Grading Rubric
Criteria
Points Possible
Points Earned
Thread
0 to 30 points
All questions associated with Part 1 are provided in a thread.
At least 4 peer-reviewed references are included in the thread.
The thread is 1200 words.
The thread is posted by the stated deadline.
Spelling and grammar are correct.
Sentences are complete, clear, and concise.
Total
.
· Bakit Di gaanong kaganda ang pagturo sa UST sa panahon.docxhanneloremccaffery
·
Bakit
Di gaanong kaganda ang pagturo sa UST sa panahon ni Jose Rizal
·
bakit
Merong diskriminasyon; minamaliit ang mga Pilipinosa panahon ni Jose Rizal
·
bakit
Galit sa kay Jose Rizal ang mga Dominikano dahil sa pagtatatag ng Companerismo (Fraternity)
·
bakit
Gustong gamutin ni Jose Rizal ang ina niya
.
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The document summarizes key findings from a survey of over 4,900 recent college graduates. Some of the main findings include:
1) Nearly half of graduates from four-year colleges say they are working in jobs that do not require a four-year degree. Graduates feel overqualified for their jobs.
2) About one-third of graduates do not feel their college education prepared them well for the working world.
3) Half of all graduates have regrets and say they would choose a different major or school if they could do it again.
Delivered in partnership with Survation, the seventh edition of ‘State of the Profession’ gives evidence to burgeoning cross-industry convergence between PR and marketing; the increasing demand for practitioners to be content creators and curators; and, unprecedented detail on industry issues, including an extensive breakdown of gender pay, found to be the most unequal at the most senior levels.
#StateOfPR 2016 reflects the views of more than 1500 practitioners who shared their thoughts on every aspect of public relations, delivering the most compelling snapshot of PR practice to date.
This paper examines factors that affect four-year graduation rates at public colleges and universities in the United States. The author uses econometric modeling and regression analysis on data from 199 randomly selected public institutions. Key findings from the study suggest higher freshman retention rates, average financial aid amounts, smaller class sizes, in-state tuition costs, and average incoming GPA positively impact graduation rates, while higher male percentages, urban locations, and Hispanic percentages have negative effects. Percentages of Greek life members did not significantly impact rates.
Transparency around pay may help reduce gender pay gaps. Statistics show women earn around 80-91% of what men earn, even after accounting for factors like experience and job role. While discrimination based on gender is illegal, pay secrecy can allow unequal pay to persist. Some companies and places are becoming more transparent about pay, like Subreddit adopting a policy of openly sharing pay ranges, to minimize unequal starting salaries between men and women. Increased transparency around hiring and promotion criteria as well as pay scales may help address unconscious biases and assumptions that contribute to gender pay disparities.
The gender pay gap statistic, which shows that women earn 77 cents for every dollar men earn, is often misunderstood and misused by both critics and supporters of gender equality. While the statistic does not account for all factors like occupation and experience, it still provides useful information about gender inequality in the workplace. The author analyzes additional data showing the pay gap varies in different situations but never disappears, suggesting discrimination remains an issue. More nuanced analysis is needed to fully understand the causes of the gender pay gap.
This paper analyzes factors that affect academic proficiency rates in Minnesota public schools. It measures the relationship between four variables - free and reduced lunch rates (FRL), expenditures per student (EXPEND/ENROL), enrollment (ENROL), and reading proficiency (READ) - and math proficiency rates using data from 325 school districts from 2012-2016. The author develops an empirical model and expects FRL and EXPEND/ENROL to have negative relationships with math proficiency, while ENROL may also negatively impact proficiency due to higher student-teacher ratios. The goal is to determine the effect of each variable and which factors positively or negatively influence proficiency.
Education quality and returns to schooling: evidence from migrants in BrazilFGV Brazil
We provide a new education quality index for states within a developing country using 2010 Brazilian data. This measure is constructed based on the notion that the financial returns obtained from an additional year of schooling can be
seen as being derived from the value that market forces assign to this education. We use migrant data to estimate returns to schooling of individuals who studied in different states but who work in the same labor market. We find very heterogeneous educational qualities across states: the poorest Brazilian region presents education quality levels that are approximately equal to one-third of the average of all other regions, a gap three times larger than the one suggested by standardized test scores. We compare our index with standardized test scores, educational outcome variables, and public expenditure per schooling stage at the state level, producing new evidence related to education in a large developing country. We conduct an education quality-adjusted development accounting exercise for Brazilian states and find that human capital accounts for 26%-31% of output per worker differences. Adjusting for quality increases human capital’s explanatory power by 60%.
Date: 2017-02
Authors:
Brotherhood, Luiz Mário
Ferreira, Pedro Cavalcanti
Santos, Cézar Augusto Ramos
Bonus for balance | Achieving gender equality: where do we start?Morgan McKinley
This document discusses achieving gender equality and closing the gender pay gap. It notes that women are still paid less than men, even when controlling for factors like job role and experience. Unconscious bias and cultural norms that discourage women from self-promotion contribute to this gap. Quotas may help increase women in leadership but do not address root causes. A startup culture that focuses on results rather than hours worked and traditional career paths may be better for gender equality. Mentorship programs need to bring both men and women together to change perceptions.
This document is an MBA admissions essay describing the author's work experience at Hyundai Motor Company in Korea. It details his various roles in the company's finance department from 1991 to 1994, including planning financial schedules and financing car receivables. It then briefly mentions being selected for a strategy role and having global exposure through business trips to places like India. The essay emphasizes acquiring a strategic global outlook through this multicultural work experience to effectively achieve business goals.
This document analyzes income inequality in relation to education level using data from the 2003 and 2013 Current Population Surveys. It finds:
1) The largest education group in both surveys was those with a high school degree or less, followed by some college, college graduate, and advanced degree.
2) Calculated Gini coefficients showed some education groups and gender combinations became more equal over time, while others increased in inequality.
3) Regression analysis rejected the hypothesis of no difference in earnings between similarly educated males and females, indicating income inequality.
Creating Jobs In Ghana UKFIET OXCON 2009 (education, skills, jobs, developmen...RECOUP
Poverty has halved in Ghana over the period from 1991 to 2005. We use the household surveys to investigate possible mechanisms which led to this outcome. In particular how was it linked to the creation of jobs and skills? While in the 1990s the pattern of a growth in urban sector self-employment is clear this process was reversed in the period to 2005. By 2005/06 it had fallen to 18.6 per cent of the working age population, substantially lower than the level of the early 1990s. The fall in urban self-employment was matched by a rise in wage employment in small firms which doubled as a percentage of the workforce from 3.4 to 6.7 per cent. Over the whole period from 1991/92 to 2005/06 the most striking change in the labour force was the rise in employment in small firms, from 225,000 to 886,000. Quite contrary to the perception that wage jobs are not being created they have been expanding far faster than the growth of the labour force. We also find that over the period from 1998/99 to 2005/06 real incomes rose by in excess of 50 per cent and that this rise was fastest in the lowest paying occupation. There was some shift from lower to higher paying occupations but it would appear that the income rises, which underlie the fall in poverty, were uniformly high across all sectors and particularly benefited the unskilled. We compare how skills acquired in technical education and through apprenticeship training have impacted on the types of jobs and their earnings and thus on their role in reducing poverty.
The employment rate of married women with and without pre- school children varies substantially across countries. To what extent can child-related transfers account for this variation? I develop a life-cycle model in which married couples jointly decide their labor supply, female human capital evolves endogenously, and some couples have access to grandparental childcare. I show that child-related transfers can explain most of the variation in the employment rates of married women, even after taking the labor income tax treatment and cross-country variation in childcare fees into account.
The document provides information about a program called Programa Escuelas de Calidad (PEC) instituted in Mexico in 2001 that provided grants and training to primary schools. It describes a dataset on dropout rates of 74,701 primary schools from 2000-2001 to 2003-2004, including schools that enrolled in PEC. It asks a series of questions about how to estimate the causal effect of PEC on dropout rates using this data, and discusses the strengths and weaknesses of different approaches such as simple before-after comparisons or comparing enrolled vs. non-enrolled schools. The best approach is determined to be a differences-in-differences analysis comparing changes in dropout rates over time between schools that did and did not enroll in P
Economist Mary C. Daly, Associate Research Director at the Federal Reserve Bank of San Francisco, and Research Associate Yifan Cao explore whether a college degree still translates to higher earnings, and if those extra earnings are enough to make investing in higher education worthwhile. In this essay, find out if you really need a college degree to climb the economic ladder.
Similar to Gender Differences in Returns on Education I. Int.docx (15)
Explain how firms can benefit from forecastingexchange rates .docxhanneloremccaffery
Explain how firms can benefit from forecasting
exchange rates
Describe the common techniques used for
forecasting
Explain how forecasting performance can be
evaluated
explain how interval forecasts can be applied
APA format, minimum 3 sources
Paper will be a minimum of 650 and a maximum of 900 words.
(This includes title section, content, and references…in other
words the entire paper)
.
•POL201 •Discussions •Week 5 - DiscussionVoter and Voter Tu.docxhanneloremccaffery
• POL201 • Discussions • Week 5 - Discussion
Voter and Voter Turnout
Prepare: Prior to completing this discussion question, review Chapters 10, 11, and 12 in American Government and review Week Five Instructor Guidance. Also read the following articles: How Voter ID Laws Are Being Used to Disenfranchise Minorities and the Poor (Links to an external site.)Links to an external site., Fraught with Fraud (Links to an external site.)Links to an external site., and Proof at the Polls (Links to an external site.)Links to an external site.
Reflect: The U.S. has one of the lowest voter turnout rates among modern democratic political systems. One study ranks the U.S. 120th on a list of 169 nations compared on voter turnout (Pintor, Gratschew, & Sullivan, 2002). During the last decade, many initiatives have been undertaken to increase voter participation, yet concerns about the possibility of election fraud have also increased. Additionally, some political interests feel threatened by the increase in turnout among some traditionally low-turnout ethnic minorities. Several states have recently passed legislation imposing new registration and identification requirements. This has sparked debate about whether these are tactics intended to suppress turnout or to prevent fraud. Think about the media’s role in the election process and how both mass media and social media can impact the election process.
Write: In your initial post, summarize recent developments in several states enacting voter ID laws. Analyze and describe the pros and cons on both sides of the debate about these laws. Is voter fraud a major problem for our democracy or are some groups trying to make it harder for some segments of society to vote? What impact has the media (mass and social) had in influencing public opinion regarding voter ID laws? Draw your own conclusion about the debate over voter ID laws and justify your conclusions with facts and persuasive reasoning. Fully respond to all parts of the prompt and write your response in your own words. Your initial post must be at least 300 words. Support your position with at least two of the assigned resources required for this discussion, and/or peer reviewed scholarly sources obtained through the AU Library databases. Include APA in-text citations (Links to an external site.)Links to an external site. in the body of your post and full citations on the references list (Links to an external site.)Links to an external site. at the end. Support your position with APA citations from two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
.
•No less than 4 pages causal argument researched essay •In.docxhanneloremccaffery
•
No less than 4 pages causal argument researched essay
•
Includes an interview with an expert from a university
•
Includes survey question with students concerning the topic
•
Includes arguments from official sources from the library
.
•Focus on two or three things in the Mesopotamian andor Ovids ac.docxhanneloremccaffery
•Focus on two or three things in the Mesopotamian and/or Ovid's account of creation that differ from Genesis. How do they differ? What is the significance of these differences?
•Focus on two or three things in the Mesopotamian and/or
Ovid's account of the flood that differ from Genesis. How do they differ? What is the significance of these differences
.
•Langbein, L. (2012). Public program evaluation A statistical guide.docxhanneloremccaffery
•Langbein, L. (2012). Public program evaluation: A statistical guide (2nd ed.). Armonk, NY: ME Sharpe. ◦Chapter 7, “Designing Useful Surveys for Evaluation” (pp. 209–238)
•McDavid, J. C., Huse, I., & Hawthorn, L. R. L. (2013). Program evaluation and performance measurement: An introduction to practice (2nd ed.). Thousand Oaks, CA: Sage. ◦Chapter 4, “Measurement for Program Evaluation and Performance Monitoring” (pp. 145–185)
•Geddes, B. (1990). How the cases you choose affect the answers you get: Selection bias in comparative politics. Political Analysis, 2(1), 131–150. Retrieved from http://www.uky.edu/~clthyn2/PS671/Geddes_1990PA.pdf
•Levitt, S., & List, J. (2009). Was there really a Hawthorne effect at the Hawthorne plant? An analysis of the original illumination experiments. Retrieved from http://www.nber.org/papers/w15016.pdf
•Urban Institute. (2014). Outcome indicators project. Retrieved from http://www.urban.org/center/cnp/projects/outcomeindicators.cfm
•Bamberger, M. (2010). Reconstructuring baseline data for impact evaluation and results measurement. Retrieved from http://siteresources.worldbank.org/INTPOVERTY/Resources/335642-1276521901256/premnoteME4.pdf
•Parnaby, P. (2006). Evaluation through surveys [Blog post]. Retrieved from http://www.idea.org/blog/2006/04/01/evaluation-through-surveys/
•Rutgers, New Jersey Agricultural Experiment Station. (2014). Developing a survey instrument. Retrieved from http://njaes.rutgers.edu/evaluation/resources/survey-instrument.asp
•MEASURE Evaluation. (n.d.). Secondary analysis of data. Retrieved February 24, 2015, from http://www.cpc.unc.edu/measure/our-work/secondary-analysis/secondary-analysis-of-data
•Zeitlin, A. (2014). Sampling and sample size [PowerPoint slides]. Retrieved from http://www.povertyactionlab.org/sites/default/files/2.%20Sampling%20and%20Sample%20Size_AFZ3.pdf
Now that you have thought through a logical model or framework for your Final Project, it is time to develop preliminary input, output, and outcome indicators. For this Assignment, use the guidelines from the Urban Institute resource and consult relevant Optional Resources from this week.
Submit a 2- to 3-page paper which describes your input, output, and outcome program indicators, including the following:
•Describe the variables and the data you will be using.
•Provide a realistic discussion of the availability of research data.
•Provide an analysis of intended data collection strategies.
◦If a sample or sample survey will be used, discuss the sampling frame or the sampling strategy you intend to use.
.
•Chapter 10 Do you think it is possible for an outsider to accura.docxhanneloremccaffery
•Chapter 10: Do you think it is possible for an outsider to accurately discern about the underlying cultural values of an organization by analyzing symbols, ceremonies, dress, or other observable aspects of culture in comparison to an insider with several years of work experience? Select a percentage (e.g., 10%, 70%, etc.) and explain your reasoning.
•Chapter 11: A noted organization theorist once said, "Pressure for change originates in the environment. Pressure for stability originates within the organization." Do you agree?
•Chapter 12: If managers frequently use experience and intuition to make complex, non-programmed decisions, how do they apply evidence-based management (which seems to suggest that managers should rely on facts and data)?
•Chapter 13: In a rapidly changing organization, are decisions more likely to be made using the rational or political model of organization?
•What biblical implications should be included/addressed?
•How can/should a biblical worldview be applied?
Group Discussion Board Forum Thread Grading Rubric
Criteria
Points Possible
Points Earned
Thread
0 to 30 points
All questions associated with Part 1 are provided in a thread.
At least 4 peer-reviewed references are included in the thread.
The thread is 1200 words.
The thread is posted by the stated deadline.
Spelling and grammar are correct.
Sentences are complete, clear, and concise.
Total
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· Bakit Di gaanong kaganda ang pagturo sa UST sa panahon.docxhanneloremccaffery
·
Bakit
Di gaanong kaganda ang pagturo sa UST sa panahon ni Jose Rizal
·
bakit
Merong diskriminasyon; minamaliit ang mga Pilipinosa panahon ni Jose Rizal
·
bakit
Galit sa kay Jose Rizal ang mga Dominikano dahil sa pagtatatag ng Companerismo (Fraternity)
·
bakit
Gustong gamutin ni Jose Rizal ang ina niya
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·YOUR INDIVIDUAL PAPER IS ARGUMENTATIVE OR POSITIONAL(Heal.docxhanneloremccaffery
·
YOUR INDIVIDUAL PAPER IS ARGUMENTATIVE OR POSITIONAL
(Healthcare Information Technology)
THIS is NOT and information paper so please read this carefully
Individual Writing Assignment
This Individual Writing Assignment is worth 20 points, and it is due at the end of Week 5.
The purposes of this assignment are to a) help you effectively use research resources through library data bases and search engines to complete course requirements; b) improve your critical thinking skills, and c) develop your effectiveness in writing about topics relevant to course objectives and healthcare information systems. The paper explores, in greater detail than the required readings and class discussion, any healthcare information system topic identified in the course text or syllabus. Your job is to select a current issue in healthcare information systems, provide the necessary background and your position, along with a conclusion and future direction. I encourage you to select a subject in which you have interest and approach this assignment as a potential publishable work.
Position Paper
Your final paper is 15 pages double-spaced (excluding the executive summary, footnotes, and references) with a 10 or 12 point font. Tables, graphics, and diagrams must be placed in the paper as attachments. They do not count in the page length. This is a guide to help you organize your content and what is expected in each section. The page counts are suggested, however, where they have a limit, that must be adhered to.
·
Cover Page:
APA Style (1 Page, not included in page count)
·
Table of Contents:
(not included in page count)
·
Executive Summary:
Bottom line up front (1 page, no more)
·
Introduction
: (1/2 to 1 page)
·
Background
: Information on the topic that provides context so readers can understand the background leading into your statement and analysis of the issue (up to 2 pages, no more)
·
Analysis of the issue
: This is the problem you see with the current state of your topic supported by evidence and literature that brings validity to the issue or problem you are stating exists. Then describe the factors contributing to the issue /problem broken down by (2-3 pages)
People
Processes
Technology
·
Position
: Now that the reader understands the problem broken down by people, process, and technology, provide a clear statement of what your position is on the issue and why. (1/2 to 1 page)
·
Rationale
: Now that the reader clearly understands your position and why you will detail your position with supporting evidence and literature to persuade the reader your position is the most valid. You should address opposing views with counter arguments here also. Your position should have evidence directly addressing the issues you stated above broken down by the same (3-4 pages)
People
Process
Technology
·
Recommendation
: Now that you have convinced the reader on your position being the best way forward, you need to provide 3-5 discrete recommen.
·Write a 750- to 1,Write a 750- to 1,200-word paper that.docxhanneloremccaffery
·
Write
a 750- to 1,
Write
a 750- to 1,200-word paper that addresses the following:
Define religion.
Describe the theory of animism.
Explain the influence of religion on cultures.
Identify the seven major religions of the world.
Describe any four types of theism.
Format
your paper consistent with APA guidelines.
Include
a minimum of five references.
Limit
direct quotes to less than 10% of the total manuscript.
Criteria for grading
·
Introduction provides sufficient background on the topic and previews major points
·
Define religion
·
Describe the theory of animism
·
Explain the influence of religion on cultures (e.g., architecture, art, politics, social norms, etc.)
·
Identify the seven major religions of the world and provide one or two sentences about each
·
Describe any four types of theism (e.g., atheism, monotheism, ditheism, polytheism, pantheism, etc.) and provide an example of each
·
Conclusion
.
[Type here]Ok. This school makes me confused. The summary of t.docxhanneloremccaffery
[Type here]
Ok. This school makes me confused. The summary of this week they posted like this:
SUMMARY:
This week introduced you to grand theories and middle-range theories that serve to articulate the voice of nursing within healthcare.
Here are the key points covered:
Grand theories are comparatively more abstract than middle-range theories since they are at a higher level of abstraction. Compared to grand theories, middle-range theories are made up of limited number of concepts that lend themselves to empirical testing. All theories help to explain human health behavior.
· Sister Callista Royï's adaptive model theory is built on the conceptual foundation of adaptation. It identifies the positive role that nursing plays in the promotion and enhancement of client adaptation to environments that facilitate the healing process.
· Leiningerï's culture care theory is pertinent in the current multicultural healthcare environment where nurses are exposed to diverse cultures.
· Penderï's health promotion and disease prevention theory can be called as a "direction setting exercise" for nursing professionals. It believes in fostering the spirit of health promotion and disease and risk reduction.
From the chapter, Models and Theories Focused on Nursing Goals and Functions, read the following:The Health Promotion Model: Nola J. Pender
From the chapter, Models and Theories Focused on a Systems Approach, read the following:
The Roy Adaptation Model
From the chapter, Models and Theories Focused on Culture, read the following:
Leininger's Cultural Care Diversity and Universality Theory and Model
SO, THAT IS WHY I ASSUMED THAT HAS TO BE ONE OF THEM (Pender, Roy Adaptaion or Leininger)
ANYWAY, I AM PUTTING INFORMATION TOGETHER.
Week 4 Chapter 17
Models and Theories Focused on Nursing Goals and Functions
The Health Promotion Model: Nola J. Pender
Background
Nola J. Pender was born in 1941 in Lansing, Michigan. She graduated in 1962 with a diploma in nursing. In 1964, Pender completed a bachelor’s of science in nursing at Michigan State University. By 1969, she had completed a doctor of philosophy in psychology and education. During this time in her career, Pender began looking at health and nursing in a broad way, including defining the goal of nursing care as optimal health.
In 1975, Pender published a model for preventive health behavior; her health promotion model first appeared in the first edition of the text Health Promotion in Nursing Practice in 1982. Pender’s health promotion model has its foundation in Albert Bandura’s (1977) social learning theory (which postulates that cognitive processes affect behavior change) and is influenced by Fishbein’s (1967) theory of reasoned action (which asserts that personal attitudes and social norms affect behavior).
Pender’s Health Promotion Model
McCullagh (2009) labeled Pender’s health promotion model as a middle-range integrative theory, and rightly so. Fawcett (2005) decisively presented the differenc.
{
Discrimination
*
GENERAL DISCRIMINATION
+
RACIAL DISCRIMINATION
RELIGIOUS DISCRIMINATION
(on freedom of religion)
DISCRIMINATION ON SEXUAL ORIENTATION
(still weak protection)
GENDER DISCRIMINATION
(CEDAW)
TYPES OF DISCRIMINATION
NON-DISCRIMINATION in INT’L LAW
A. GENERAL DISCRIMINATION
Arts 1 & 2 Universal Declaration on Human Rights
Arts. 2 & 26 ICCPR
Art. 14 ECHR & Add. Protocol 12
B. RACIAL DISCRIMINATION
Int’l Convention against All Forms of Racial Discrimination (ICERD)
Art . 2: (1). Each State Party to the present Covenant undertakes to respect and to ensure to all individuals within its territory and subject to its jurisdiction the rights recognized in the present Covenant, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status.
(2). States to take the necessary steps to adopt laws and measures to give effect to art. 2;
(3). States to ensure effective remedy, determined by competent judicial, administrative or legislative authorities, or by any other competent authority and enforce such remedies.
Art. 26: non-discrimination before the law and equal protection by the law
ICCPR
*
Justification for differential treatment
General Comment 18 HRC
Not every differentiation of treatment will constitute discrimination:
if the criteria are reasonable and objective
and the aim is to achieve the purpose which is legitimate
ICCPR cont.
*
“Racial discrimination" shall mean any distinction, exclusion, restriction or preference based on race, colour, descent, or national or ethnic origin which has the purpose or effect of nullifying or impairing the recognition, enjoyment or exercise, on an equal footing, of human rights and fundamental freedoms in the political, economic, social, cultural or any other field of public life (art. 1)
States Parties particularly condemn racial segregation and apartheid and undertake to prevent, prohibit and eradicate all practices of this nature in territories under their jurisdiction (art. 3)
RACIAL DISCRIMINATION-
International Convention on the Elimination of All Forms of Racial Discrimination
Direct discrimination: Indirect discrimination
Formal equality: Substantive equality
Discrimination in law: Discrimination in practice
Non-discrimination: negative protection
Equality: positive obligations -> special measures
Is there a hierarchy in the protection of discrimination?
Racial Discrimination (prohibition Jus Cogens);
gender based discrimination?
Religious-based discrimination??
Discrimination based on sexual orientation???
Discrimination (forms & grounds)
= Affirmative action/ positive action
Article 1.4 of ICERD:
Special measures taken for the sole purpose of securing adequate advancement of certain racial or ethnic groups or individuals requiring such protection as may be necessary in order to ensure such groups or in.
`HISTORY 252AEarly Modern Europe from 1500 to 1815Dr. Burton .docxhanneloremccaffery
`HISTORY 252A
Early Modern Europe from 1500 to 1815
Dr. Burton Van Name Edwards (Van)
Tuesday – Thursday 3:30-4:45
Unistructure 247
Third Paper Assignment
Due Tuesday, December 13th
The third paper will be based on a book in the list at the end of the syllabus. These works are generally works of literature, with some concerned with philosophy or politics. The student’s task will be to show how the chosen work reflects or shows the influence of conditions and events in Europe that were operating at the time of the writing of the work. This is not a book report. I am not interested in plots or descriptions of the general argument of a given work. Instead, I am looking for an analysis of specific sections of the chosen work that may illuminate social and economic attitudes or contemporaneous conditions.
The paper should be 7-8 pages long.
You will be expected to give a 5-10 minute oral report based on your finding in the third paper. This oral report will be a significant part of your class participation grade.
.
^ Acadumy of Management Journal2001. Vol. 44. No. 2. 219-237.docxhanneloremccaffery
^ Acadumy of Management Journal
2001. Vol. 44. No. 2. 219-237.
A SOCIAL CAPITAL THEORY OF CAREER SUCCESS
SCOTT E. SEIBERT
MARIA L. KRAIMER
•̂ ' ' ' Cleveland State University
ROBERT C. LIDEN
University of Illinois at Chicago
A model integrating competing theories of social capital with research on career
success was developed and tested in a sample of 448 employees with various occupa-
tions and organizations. Social capital was conceptualized in terms of network struc-
ture and social resources. Results of structural equation modeling showed that net-
work structure was related to social resources and that the effects of social resources
on career success were hilly mediated by three network benelits: access to information,
access to resources, and career sponsorship.
Organizational researchers have begun to de-
velop increasingly comprehensive models of career
success using demographic, human capital, work-
family, motivational, organizational, and industry
variables (e.g., Dreher & Ash, 1990; Judge & Bretz,
1994: Judge, Cable. Boudreau, & Bretz. 1995; Kirch-
meyer, 1998). Although this work has provided
considerable evidence regarding the determinants
of career outcomes, the roles of informal interper-
sonal behaviors have not been fully explored (Judge
& Bretz, 1994; Pfeffer, 1989). Popular advice for
getting ahead in one's career rarely fails to mention
the importance of networking for the achievement
of career goals (e.g., Bolles, 1992; Kanter, 1977).
Indeed, Luthans, Hodgetts, and Rosenkrantz (1988)
found that the most successful managers in their
study spent 70 percent more time engaged in net-
working activities and 10 percent more time en-
gaged in routine communication activities than
their less successful counterparts. Recent advances
in social capital theory (Coleman, 1990) have begun
to provide a finer-grained analysis of the ways in-
dividuals' social networks affect their careers in
organizations (Burt, 1992, 1997; Ibarra, 1995;
Podolny & Baron, 1997; Sparrowe & Popielarz,
1995). This theoretical perspective has the poten-
Data were collected and the manuscript was submitted
and processed while Scott E. Seibert was in the Manage-
ment Department at the University of Notre Dame and
Maria L. Kraimer was a graduate student at the Univer-
sity of Illinois at Chicago. Support for this project was
provided by the Management Department at the Univer-
sity of Notre Dame and the Alumni Office of the Univer-
sity of Notre Dame. The current investigation is part of a
larger study of career success.
tial to considerably enhance scholars' knowledge of
the role of social processes in career success.
The first purpose of the current study was to
integrate the current conceptualizations of social
capital as they pertain to career success. Tbree dif-
ferent theoretical approaches—weak tie theory
(Granovetter, 1973), structural hole theory (Burt,
1992), and social resource theory (Lin, 1990)—
focus on different network properties as r.
`
Inclusiveness. The main difference that can distinguish a happy employee from disgruntled employee. As with all decisions that are made, there is always an audience that the decision will affect. When employees are privy and organizational decisions are inclusive to employees this can greatly increase their level of fulfillment. Whether or not the end user of the decision will be content with the outcome or not, there will always be critics. Which leads us to discuss key characteristics and the importance of involving employees in relative organizational decision making.
It is not uncommon to find that during strategic organizational planning that top-level management will include their employees to engage and provide their input on complex processes. Human capital, whether the organization is large or small, corporate ran or small business managed is key to an organization’s success. Employee satisfaction level drives productivity and is what increases revenue for the company. Happy employees equal happy customers.
What does it take to keep employees motivated? A critical and important element for employers to keep their employees happy and content is clear communication. It is critical that an organization’s objective and vision for future growth is communicated clearly throughout all levels. Top-level management must be skilled at delivering the company’s mission and values to every tier within their organization. Each tier within the organization with healthy communication should be able to open-mindedly accept the message and freely provide any feedback positive or negative without fear of repercussion. Keeping an open line of communication within an organization is key to building the foundation for success.
As we move away from the golden days of traditional office operations consisting of fax machines, telephones, paper, pencils, etc. and move towards a more technologically repertoire, we lose the personable face to face interaction with one another. We spend most of the day behind our computer screen at our desk. The need to sustain job satisfaction amongst employees could not be ever more present than now. To maintain the morale amongst employees, organizations should be able to keep them challenged and motivated. Take technology for example. If the increase of new technology isn’t daunting enough, consider the challenge to remain current with technology all the while maintaining a competitive advantage in the industry? Reach internally to our internal resource, human capital. Employees must be given the opportunity to share their knowledge, skills, and abilities. When empowered to provide input concerning highly visible organizational decisions, employee morale is boosted. Not only is this beneficial for employees but also the employer as they receive ideas and input that could possibly lead to the solution. Employee engagement boosts the overall welfare of the organization.
According to.
__MACOSX/Sujan Poster/._CNA320 Poster Presentation rubric.pdf
__MACOSX/Sujan Poster/._CNA320+Poster+Template (1).ppt
__MACOSX/Sujan Poster/._Helpful Hints for the Poster Presentation.docx
Sujan Poster/Poster Abstract - Aspiration pneumonia (1).docx
Title: Aspiration pneumonia: Best practice to avoid complications
Background
Aspiration pneumonia is a lung infection due to inhaled contents; this is a relevant topic because aspiration pneumonia is prevalent and accounts for up to 15% of all pneumonia cases and is particularly common in older people, and thus it is important for nurses to be aware of how to manage the condition particularly as the population is ageing so this will be of more concern (Kwong, Howden & Charles 2011).
Target Audience
The target audience for this presentation is experienced Registered Nurses and thus the presentation has been designed for this group.
Main Findings
Aspiration pneumonia is an infection within the lungs that occurs after a person aspirates either liquid, vomit or food into the larynx and lower respiratory tract; this can occur when an individual inhales their gastric or oral contents. Patients at risk include individuals who are elderly or those who have a marked disturbance of consciousness such as that resulting from a drug overdose, seizures, a massive cerebrospinal accident, dysphagia or dysphasia (Kwong, Howden & Charles 2011). Aspiration pneumonia can quickly develop into respiratory failure, abscess and empyema and this requires supportive care, which is the main form of therapy, however prophylactic antimicrobial therapy is also often prescribed (Joundi, Wong & Leis 2015). Best practice suggests suctioning, supplemental oxygen to keep O2 above 90%, septic shock therapy, management of hypotension and antibiotic therapy for 7-10 days. Sputum cultures should be taken so that antibiotics can be tailored appropriately (McAdams-Jones & Sundar 2012).
Implications for Practice
These findings are important for registered nurses to be aware of so that aspiration pneumonia can be managed appropriately and complications can be avoided, which could cause increased hospital stay and costs. Nurses need to be aware of the best practice recommendations such as oxygen supplementation, sit up while eating, provide thickened foods and drinks, dental care and about taking sputum cultures when managing aspiration pneumonia so that treatment can be tailored appropriately and recovery can occur quickly.
Feedback from marker (Teacher)
Thank you for your abstract.
You have just managed a pass grade, your work is very basic and you will need to engage with the basic practice literature to ensure you have a comprehensive understanding of this topic in your poster.
I am also unclear on your focus, is this about prevention of aspiration or management once it has occurred or both?
Kind regards Andrea
Sources of Evidence
Joundi, R, Wong, B & Leis, J 2015, "Antibiotics “Just-In-Ca.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Gender Differences in Returns on Education I. Int.docx
1. Gender Differences in Returns on Education
I. Introduction
For a society that claims to value equality in the workplace, the
gender gap in wages in
America seems awfully persistent. This paper investigates the di
fferences in wages between men
and women at different levels of education using data from a su
b sample of the Current
Population Survey (2012). Such analysis will help reveal the nat
ure of the gender gap, and may
help identify the segments in which discrimination in the workf
orce may exist. Using linear
regressions, I first confirm the wage gap in the data and that ret
urns to education are positive.
Next, I use interaction variables to illuminate gender difference
s on returns at the different levels
of education (high school, bachelor’s, and master’s). Overall, I f
ind that females see higher
returns than men for completing high school and college, but no
t for graduate school.
2. II. Data
The data set consists of 999 observations of working individuals
between the ages of 18
and 54:
The average age in the sample is 39.11 years old. On average, in
dividuals made $16.92
an hour with a standard deviation of $9.80. The average highest
grade completed, 13.28, shows
that most graduated high school. 88% of the sample have high s
chool diplomas, 24% hold a
bachelor's degree, and 7.4% have completed at least a master’s.
A majority was white (81.6%).
10% of the individuals were black, 9% were other races. 22.7%
of the workers were part-time.
Approximately half of the sample was female. The following his
togram shows the distribution of
education level:
Most of the data lies on the milestone years. The 12, 14, 16, and
16 areas represent high school
3. diplomas, associate's, bachelor’s, and master’s degrees. Howeve
r there is some ambiguity at the
14th grade level: these observations could be both associate’s d
egree holders or four year college
dropouts.
III. Empirical Methodology
To compare gender differences in the returns on wages at differ
ent levels of education I
run a linear regression on log wages:
The particular variables of interest are B9, B10, and B11. These
interaction variables will show
the additional percentage point increase or decrease in wages th
at females accrue at the different
levels of education.
Because the distribution of wages is skewed right, I choose to u
se log wages, which are
more normally distributed and thus may increase the goodness o
f fit. Based on prior research, I
expect to see positive, though diminishing, returns to age. Thus,
4. one would expect B1 to be
positive and B2 to be negative. Income inequality between whit
es and blacks is well established
in economic literature, so I expect B3 to be negative. B4 is also
likely negative since many of the
higher paying jobs would be full time. I expect a negative coeffi
cient on the female variable,
matching my hypothesis that the wage gap is present in the data.
Lastly, the coefficients on the
dummy variables for completion of high school, completion of a
bachelor’s, and completion of a
master’s are expected to be positive because higher education le
vels allow individuals to access
higher wage positions.
There are some potential concerns with this methodology. First,
there is inevitably a
sample selection problem since we are only looking at the data
of employed people. For
example, if it were the case that being female lowered the proba
bility of being employed due to
discrimination, then the sample observations would only represe
nt the females with a relatively
high marginal productivity of labor. Thus, B5 might underestim
ate the true magnitude of the
wage gap. Another possible concern is omitted variable bias. Fo
r example, living in a city is
likely positively correlated with higher wages. Moreover, it may
be the case that having a
master’s degree is correlated with a higher probability of living
in a city. These positive
correlations would cause an upward bias on B8.
5. IV. Results
Column 1 shows the baseline specification which includes all th
e race dummy variables and does
not include the interaction variable for female and education. Al
l the variables are significant at
the 5% level except for the race dummy variables for American
Indian, Asian, Mixed, and
Hispanic. All signs on the significant coefficients are consistent
with the predictions discussed in
the previous section. I conducted an F (4,986) test on the variab
les for American Indian, Asian,
Mixed, and Hispanic and found that none had a statistically sign
ificant impact on wages, all else
constant (p=.18). Thus, I decided to remove them from the regre
ssion in column 2. The adjusted
R^2 for column 1 was .164.
In column 2, I add the interaction variables for females and edu
cation level. The adjusted
R^2 slightly improved in this specification to .168. The interacti
on variables are interpreted as
follows: females see an additional return of 5.6% compared to
6. men for graduating high school,
an additional 24% return compared to men for graduating colleg
e, and a negative 26% return
compared to men for a master’s degree, all else equal. All the in
teraction variables are significant
at the 5% level. The signs on the rest of the coefficients are con
sistent with the initial predictions,
except for the coefficient on bachelor’s degrees. The statistical i
nsignificance of the bachelor’s
variable in this regression can be explained as a point in the edu
cation level where female wages
catch up to the male wages (i.e. the wage gap closes). In fact,
my regression predicts that at the
bachelor’s degree level of education, female wages average abo
ut 8 percentage points higher
than men. However, the gap reappears for graduate level jobs. A
t that point, the model predicts
that men see about a 20% higher return than women, all else con
stant. The following graph
shows how the wage gap is “pinched” for bachelor’s degree wag
es:
V. Conclusion
In theory, it is not surprising that a wage gap persists at lower l
evels of education. Jobs
that do not require degrees tend to involve more manual labor, t
hus have positive returns on
physical strength. According to my results, female wages catch
up to male wages with a
7. bachelor’s degree, but lag behind male wages at the graduate le
vel. This may be evidence of
gender discrimination for senior positions. All in all, these resul
ts lend insight into the nature of
the gender gap: Since the gap closes with a bachelor’s degree, t
here does not seem to be evidence
that women earn less doing the same jobs as men. It seems a mo
re likely explanation for the the
overall wage gap is that a disproportionate amount of men get hi
red for top paying positions.
Further investigation could involve using linear probability mod
els to test gender differences in
the probability of being employed in senior executive positions.
Global Finance Presentation - Content and Format Scoring
Criteria
10 Attributes
Scale
0 = not at all;
4 = very much
Content attributes
Background provided on the topic would enlighten an
uninformed listener.
0 1 2 3 4
Presentation reflected a thorough knowledge of relevant aspects
of the topic covered.
0 1 2 3 4
Presentation made appropriate use of International Financial
Management concepts to manage the risks inherent in global
financial exposures and operations.
0 1 2 3 4
Presentation provided a clear assessment of how and why firms
8. use International Financial Management techniques to create
value.
0 1 2 3 4
Presentation provided clear connections between the functional
topic and the student’s experience in the workplace or
marketplace.
0 1 2 3 4
Format attributes
The presentation was well organized with clear outline given.
0 1 2 3 4
Presenters spoke clearly and at an understandable pace.
0 1 2 3 4
Presenters were not overly dependent on PowerPoint slides (i.e.
avoid talking to the screen).
0 1 2 3 4
Main conclusions were effectively summarized.
0 1 2 3 4
Team responded effectively to questions.
0 1 2 3 4
1
Imprimante S.A.
Cross-Border Valuation and Parity Conditions
On June 23, 2008, a Monday morning, Martin Arnaud arrived at
his office in Imprimante S.A. corporate
9. headquarters in Paris, France. The previous week, Arnaud had
requested additional financial
information about an investment proposal from Imprimante-
Mexico, a wholly owned subsidiary that
operated a manufacturing facility and a regional sales office in
Monterrey, Mexico. The information had
arrived late Friday—too late for Arnaud to analyze—and was
waiting for him Monday morning. As a
financial analyst for a global manufacturer for printing an
imaging equipment, Arnaud examined many
cross-border projects, particularly since Imprimante had
accelerated it move into emerging markets
several years earlier.
The Mexican investment proposal called for the purchase and
installation of new automated machinery
to recycle and remanufacture toner and printer cartridges.
Cartridge recycling had become an
important part of Imprimante’s business in many markets and
promised continued growth. Many office
product retailers operated formal toner cartridge recycling
programs, for both the environmental
benefits of keeping materials out of landfills and demonstrated
cost savings for their customers. Writing
10. in a leading trade journal, one analyst predicted, “We are going
to see more and more refined
approached to recycling and remanufacturing (cartridges) in the
coming months and years…Both
corporate and individual consumers are becoming habituated to
it. They have simply come to expect
recycling as an option, even for smaller cartridges at lower
price points.”
Imprimante’s Monterrey plant began its cartridge recycling
program in 2005. The plant’s recycling
process consisted of a sequence of operations carried out almost
entirely by hand, with the help of hand
tools and a simple machine. The investment proposal called for
replacing this process with new
automated machinery from Germany that cost an estimated
MXP3.5 million (approximately
EUR220,000) fully installed. As described in the project
summary, Imprimante-Mexico expected to
realize substantial savings in labor and materials almost
immediately. Though the proposed expenditure
was relatively small, Imprimante required a discounted cash
flow analysis for all such investments in it
newer foreign markets and a review by corporate headquarters
in Paris. Arnaud was assigned to
11. perform an analysis of the investment proposal and make an “up
or down” recommendation to his
superior by Wednesday morning.
Imprimante S.A.
Imprimante was a global manufacturer of printers, copiers, fax
machines, and other document
production equipment. The company also provided consulting
and document outsourcing services, with
after-sales service contracts constituting about 18% of overall
revenue. Company sales for 2008 were
projected to be EUR3.35billion, down from 2007 due to global
recession. Operating profit was expected
to be EUR61.2million in 2008, and the company projected a
small net loss for the year. Exhibit 1
presents selected consolidated financial data for Imprimante.
2
Imprimante’s low profitability was typical of the industry in
2008; all of its competitors were similarly
affected by the recession. One bright spot in the company’s
outlook, however, was its growth in several
emerging markets, including the so-called BRIC economies of
12. Brazil, Russia, India, and China.
Imprimante had been a global firm for years, but did not move
aggressively into emerging markets until
2003-04. This was later than some of its competitors. On one
hand, this meant Imprimante’s market
hare lagged in some markets. On the other hand, Imprimante
avoided some of its competitors’ earlier
mistakes.
The company’s international operations were conducted
primarily through a large network of
subsidiaries, which operated mostly medium-sized regional
factories in which printers, copiers, and
other products were manufactured to suit local tasted.
Imprimante conducted business in 28 countries
around the world, with operations consisting of manufacturing
facilities, small research labs, as well as
sales and marketing subsidiaries. In 2008, subsidiaries outside
the European Union recorded about half
of Imprimante’s sales and generated slightly less than 40% of
pretax income.
Imprimante competed in a relatively mature market, and its
chief competitors were both established
multinational companies—some of which had developed their
consulting and other after-sales services
13. businesses to a higher level than had Imprimante—as well as
smaller players serving niche markets.
While Imprimante marketed and sold its products across the full
spectrum of industries, it had enjoyed
particular success in financial services, health care, and
government sectors.
Operations in Monterrey: Imprimante-Mexico
According to Imprimante’s CEO Alain Belmont, “We were
attracted to Mexico for the same reason we
built operations in Brazil and other emerging markets. We
wanted to diversify our operations and
believed we needed to establish a strong presence in places
besides Europe and the United States.” He
added: “Certainly there is risk (in these countries), but their
economies are dynamic and Imprimante
must be present. You can see our competitors feel the same
way.”
A key characteristic of Imprimante’s printing and imaging
products was their durability, which
Imprimante’s executives felt conveyed a competitive advantage
in emerging economies where
Imprimante positioned equipment as offering a lower total cost
of ownership. In particular, the
14. company’s marketing material claimed a working life of 10
months longer than its closest competitor,
with 30% lower service costs. CEO Belmont observed: “We
demonstrate to our customers that we have
a local presence and we are the lowest total-cost provider. This
creates loyalty and solid market
positions in Mexico and other of our newer markets.”
The manufacturing facility in Monterrey was located near a
small research and design facility, also
owned by Imprimante. While many product specifications for
Imprimante’s equipment were
formulated at the corporate offices in Paris, France, it was
customary for regional subsidiaries to
conduct fine-tuning research and design activity to tailor the
product more closely to local consumers’
preferences. Thus, it was common for a popular printer or fax
machine whose basic design was
conceived in Paris to be ”localized” for size, color, weight,
and/or range of features by local design staff.
Most of the products produced in the Monterrey plant were sold
in Mexico and were distributed
3
15. through large office-product retailers, department stores, as well
as small specialty shops.
Manufacturing inputs were source locally, and virtually all of
the plant’s employees were Mexican
citizens.
In the summer of 2008 gross output at Imprimante-Mexico was
running at only about 80% of planned
capacity. Nevertheless, plant records indicated that there was a
sizable increase in demand for recycled
printer and toner cartridges.. Imprimante-Mexico’s Programa de
Reciclaje de Cartuchos (Cartridge
Recycling Program) was started in 2005 to provide low-cost
recycling services to all its distributors and
customers. Under the terms of users’ service contracts, when
cartridges reached the end of their useful
lives, the could be returned to the Imprimante facility in
exchange for a significant discount on the
purchase of a like number of new cartridges. Imprimante
pledged to recycle and remanufacture all
returned toner and printer cartridges. Imprimante-Mexico also
had voiced its support for political
efforts to pass legislation that would mandate recycling of
printing cartridges used by most Mexican
16. businesses and government offices. In 2009, the company
planned to launch a pilot program to recycle
selected competitors’ cartridges.
As the number of cartridges returned for recycling increased,
Imprimante-Mexico management needed
to hire and train more employees to carry out the hole-piercing,
drilling, vacuuming, and toner/ink
evacuation required to recycle cartridges. “It’s taking more and
more of my payroll to handle recycling,”
said Beatrice Ernesto, the Monterrey plant manager. “We’re
happy to see the cartridges coming back
in, but the extra volume will become a problem when other
operation return to full capacity.”
Cost Savings from the Proposed New Equipment
The new equipment could process the Monterrey plant’s
projected volume using four employees rather
than ten, resulting in savings of both direct labor and training
costs. Under very favorable
circumstances, only three workers would be required. It would
also eliminate some human error, which
currently resulted in cracked or damaged cartridges which had
to be destroyed rather than reused. The
new equipment would occupy significantly less space in
Monterrey’s over-crowded plant; this space
17. would be freed up for other productive uses. It would also
require only minimal maintenance
expenditures compared to the equipment it replaced, and no
significant change in working capital.
Exhibit 2 compares projected operating data for the existing
recycling process and the proposed
automated process, assuming future Mexican inflation of 7% per
year.
The new equipment would have a useful life of 10 years and
would be depreciated under the straight-
line method for both tax and financial reporting purposes.
Salvage value was likely to equal disposal
costs at the end of the useful life. The manual equipment being
replaced was very simple and, properly
maintained, would last many more years. In June 2008 it had a
book value and tax basis of MXP250,000
and three years of straight-line depreciation remaining.
However, its market value was thought to be
lower, at about MXP 175,000. After considering Imprimante’s
consolidated tax position, Arnaud
determined that his analysis would use Mexico’s federal
corporate tax rate of 35%.
Real GDP growth in Mexico was 4.2% in 2004—the year in
which Imprimante built is Monterrey plant.
18. By 2006, Mexico’s real GDP growth had risen to 5.1%, but
subsequently dropped substantially as global
4
recession arrived. Other macroeconomic data in Mexico,
including bond yields, bank lending rates, and
the consumer price index exhibited similar patterns in recent
years. Exhibit 3 shows selected
macroeconomic and financial market data for Mexico.
Arnaud had yet to decide whether to perform the discounted
cash flow analysis in euros or pesos, or
indeed, whether NPV would be affected by the choice of
currency. Imprimante’s euro hurdle rate for
such a project, if undertaken in France, would be 8%. However,
borrowing costs in France and Mexico
were clearly different: French banks’ prime rate for euro loans
was 4.99%, while the rate in Mexico on
short-term peso loans was about 8.10%. Longer-term peso-
denominated corporate bonds were yielding
9.21%, compared with long-term euro-denominated corporate
issues at 4.75%. The spot exchange rate
on June 23 was MXP15.99/EUR. Many analysts were on record
19. predicting a real depreciation of the peso
against both the USD and the EUR over the next five years. For
example, one international business
publication noted “(Mexico’s) rising external financing
requirement and the fading impact of the US
stimulus package can only increase pressure on Mexico’s
currency.” The article went on to forecast a
rise in the MXP/EUR rate to 20.00 by 2011 and upwards of
25.00 in 2013-18. Selected macroeconomic
and financial market data for France are presented in Exhibit 4.
5
Exhibit 1 - Imprimante SA - Selected Consolidated Financial
Data (millions of
EUR, except as noted)
2008 2007 2006 2005 2004
Sales
3,345.3
37. Year
Consumer Price
Inflation (%)
Real GDP
Growth (%)
Year-end Spot
Exchange Rate
(MXP/EUR)
2000 9.5% 6.6% 9.4
2001 6.4% -0.3% 9.5
2002 5.0% 0.9% 10.4
2003 4.3% 1.4% 12.9
2004 4.7% 4.2% 15.3
2005 3.3% 3.2% 13.3
2006 4.1% 5.1% 14.4
2007 3.8% 3.3% 16.2
Source: Mexico Country Reports, EIU
Date
Short-term
Bank Lending
38. Rate
JPMorgan
Mexico 7-10
Year Corporate
Bonds
10-year
Government Bonds
31-Mar-06 7.78% 8.20% 8.47%
30-Jun-06 7.68% 9.35% 9.06%
30-Sep-06 7.50% 8.22% 8.24%
31-Dec-06 7.60% 7.42% 7.42%
31-Mar-07 7.68% 7.50% 7.58%
30-Jun-07 7.82% 7.68% 7.19%
30-Sep-07 7.77% 7.86% 7.82%
31-Dec-07 8.00% 8.17% 8.08%
31-Mar-08 7.94% 7.42% 7.49%
30-Jun-08 8.10% 9.21% 9.12%
Sources: Bank of Mexico, Thomson Datastream, Global
Financial Data
39. 8
Exhibit 4 - Selected Macroeconomic and Financial Market Data
for France
Year
Consumer Price
Inflation (%)
Real GDP
Growth (%)
Year-end Spot
Exchange Rate
(MXP/EUR)
2000 1.7% 4.2% 9.4
2001 1.6% 2.1% 9.5
2002 1.9% 1.1% 10.4
2003 2.1% 0.5% 12.9
2004 2.3% 2.3% 15.3
2005 1.7% 1.9% 13.3
40. 2006 1.7% 2.4% 14.4
2007 1.5% 2.3% 16.2
Source: France Country Reports, EIU
Date
Short-term
Bank Lending
Rate
JPMorgan
France 7-10
Year Corporate
Bonds
10-year
Government Bonds
31-Mar-06 3.08% 3.73% 3.79%
30-Jun-06 3.27% 4.03% 4.08%
30-Sep-06 3.63% 3.69% 3.72%
31-Dec-06 4.07% 3.96% 3.98%
31-Mar-07 4.42% 4.08% 4.11%
30-Jun-07 4.69% 4.60% 4.62%
41. 30-Sep-07 4.91% 4.36% 4.41%
31-Dec-07 5.13% 4.34% 4.42%
31-Mar-08 4.81% 4.00% 4.11%
30-Jun-08 4.99% 4.75% 4.81%
Sources: Thomson Datastream, CEIC, Global Financial Data
Elementary Econometrics Project Spring 2017
Due April 13 by 5:00 pm The paper must be uploaded to
Carmen in a .pdf form.
The turn-it-in feature is enabled, meaning any paper that
plagiarizes from
another person who has ever completed this paper in my class
will be
flagged.
1 Basic Description
Objective:
The purpose of this class is to apply the analytical and
quantitative skills which should
be acquired in this course. The final project should be a
professional looking manuscript
with easily interpreted graphics and charts.
Description:
The project requires using statistical techniques learned in this
42. course to analyze data
from the 1997 National Longitudinal Survey of Youth. The
specific topic that you ex-
amine is up to you.
Formatting:
All aspects of your final paper must be typed. The paper should
be double spaced with
font of at least 11 point. There is no minimum number of pages.
There is a strict
maximum of 10 pages including title page, tables, graphs, and
appendices.
Anything beyond 10 pages will not be graded. The paper should
include the following
sections: introduction, data, empirical methodology, results, and
conclusions.
Data:
You will use the data set nlsy97 small.dta found on Carmen.
The data is a subsample of
the 1997 NLSY. The data set is funded by the BLS. They
describe the data as follows:
The NLSY97 consists of a nationally representative sample of
approximately 9,000
youths who were 12 to 16 years old as of December 31, 1996.
Round 1 of the survey
took place in 1997. In that round, both the eligible youth and
one of that youth’s par-
ents received hour-long personal interviews. In addition, during
the screening process,
an extensive two-part questionnaire was administered that listed
and gathered demo-
graphic information on members of the youth’s household and
on his or her immediate
family members living elsewhere. Youths are interviewed on an
annual basis.
The subset of data that you are given contains only 1199
observations, so that it can
43. be analyzed with small STATA. To avoid the complexity of
working with panel data,
the time aspect is taken out. There are literally thousands of
data points available, but
I have narrowed it to the variables shown in table 1.
2 Variable definitions
Table 1: Variable Definitions
Variable Name Description
grades8 Grades in 8th grade
gradeshs Grades in High School
health 1997 Self Reported Health as an adolescent
icecream 1997 Favorite Ice Cream Flavor as an adolescent
hardtimes 1997 Whether your family experienced ”Hard Times”
as a child”
census region 1997 The census region resided in as an
adolescent
income gross yr 1997 Household income of family when
respondent was an adolescent
msa 1997 MSA of residence as an adolescent
urban rural 1997 Urban or rural residency as an adolescent
race ethnicity Race and Ethnicity
asvab Armed Services Vocational Aptitude Battery percentile
marstat 2013 Marital and cohabitation status
job Have a job?
income Current (2013) income of the respondent
44. weight Weight (pounds)
health 2013 Current (2013) self reported health
momsedu Highest level of education achieved by mother
Many of the variables are categorical. Simply type ”tab
variable” and stata will display
how many observations belong to each category and what those
categories indicate.
3 Commonly missed Points
Grammar Do not simply write your paper in another language
and use google trans-
late to change it to English. Those papers are nearly impossible
to read. Reading the
paper out loud to yourself before you hand it in will help
tremendously.
Following Directions Include everything that is on the attached
grading rubric and
in the correct section.
Potential Problems with your regression All methodologies have
some potential
problems. When you address those problems in the methodology
section do not include
problems that you can fix with your current skills and data,
specifically discuss which
coefficients could be affected and the direction of the affect.
Equation The equation that is written out in the empirical
methodology section must
be the same equation used to generate the tables. If the equation
has perfect multi-
collinearity or treats categorical variables as continuous, there
will be large deductions.
45. Tables and graphs checklist Missing any part of the checklist
will result in significant
deductions.
• Tables and graphs must be understandable without reading the
text. This means
there should be a clear title that explains the contents of the
table, such as ”Sum-
mary Statistics”.
• Do not use variable names in tables and figures.For example,
rather than momedu
my table should say ”Mother’s Education”.
• There should also be a footnote which adds some detail to the
and explains what
is shown. For example ”Each entry is an OLS coefficient with
standard errors in
parentheses. Stars represent p-values as ...”
• If plotting distribution in a figure, use percent as the y-axis.
• All figures and tables should be referenced in the text.
• Figures must show more than just means.
• Cut and pasting from the stata output window will get 0
points. Use the estout
program to create the tables or type them in a word processing
program.
A condensed version of this form will be used to grade papers.
1. Formatting 10pts: The paper conforms to the formatting
standards
outlined in the assignment: Double spaced, font, margins, less
46. than 10 pages,
includes a title, and stapled.
2. Organization 10pts:
• Ideas are presented clearly, free of spelling and grammatical
errors. Any
references are cited. (-1 for each instance1)
• The paper is not cut and pasted from homeworks and
transitions well be-
tween sections. (5) (Not a list of tasks.2)
1Up to 20 points can be deducted
2If your paper is just a list of tasks and does not resemble a
research paper, you will be deducted
20 points.
• Each assigned section is included and labeled. (5)
3. Introduction 5pts: The question to be analyzed is described.
The
importance of the question is discussed. The data source is
mentioned. The
empirical methodology is mentioned. (OLS) A preview of
results is given
4. Data Section 15pts:
• The source of the data is mentioned. There is a brief
discussion of means,
standard deviations, etc. of the wage variable and whatever
other variable(s)
47. on which you choose to focus. (5)
• A summary table with means and standard deviations which is
referenced
in the text. (5)
• At least one graphic (histogram(don’t use density), scatter
plot, etc.) which
describes data and is referenced in the text.(5)
5. Empirical Methodology 15pts
• The question being analyzed is clearly described and the
estimated equation
is written out. (5)
• The inclusion of each variable is supported by theoretical
reasoning and
predicted signs of each variable are discussed. (5)
• Potential concerns with sample selection, omitted variables,
etc. are dis-
cussed along with the consequences of those problems. (5)
6. Results 30pts
• Results table. (7)
• Interpretation of coefficients (8) (You must interpret at least 4
coefficients
including 1 dummy variable and 1 coefficient with a logged
dependent vari-
able.)
• Hypothesis testing: discuss which coefficients are statistically
significant at
48. a 5% significance level; discuss the R2 of the regression;
conduct an F-test
on some aspect of the regression results. (5)
• Use your estimates to predict the earnings of some
hypothetical people. (3)
• Discuss the consistency of your results with your predictions.
(2)
• Estimate an alternative specification, present (in a table) and
discuss. (5)
7. Conclusion 5ptsThe conclusion summarizes results and the
signifi-
cance of those results.
8. Overall Quality 10 pts This is the only subjective portion of
your
grade. The average score will be 6/10.