3,380 research outputs found
Farideh Goldin, 26th Annual Literary Festival
No full textFarideh Goldin is the author of Wedding Song, the first autobiography by an Iranian Jew to be published (September 2003 by Brandeis University Press). In addition to her own stories, which have been widely published, Goldin has shared her knowledge of Iranian Jews with audiences around the United States, recreating Iranian Jewish women’s lives and discussing their writings both in Iran and in exil
Mass Secondary Schooling and the State
No full textIn the three decades from 1910 to 1940, the fraction of U.S. youths enrolled in public and private secondary schools increased from 18 to 71 percent and the fraction graduating soared from 9 to 51 percent. At the same time, state compulsory education and child labor legislation became more stringent and potentially constrained secondary-school aged youths. It might appear from the timing and the specifics of this history that the laws caused the increase in education rates. We evaluate the possibility that state compulsory schooling and child labor laws caused the increase in education rates by using contemporaneous evidence on enrollments. We also use micro-data from the 1960 census to examine the effect of the laws on overall educational attainment. Our estimation approach exploits cross-state differences in the timing of changes in state laws. We find that the expansion of state compulsory schooling and child labor laws from 1910 to 1939 can, at best, account for 5 percent of the increase in high school enrollments and can account for about the same portion of the increase in the eventual educational attainment for the affected cohorts over the period.
Textus testis. Lingua e cultura poetica delle origini
No full textRaccolta di saggi di G. Folena su problemi e discipline, sulla cultura poetica italiana dell origini, su Dante e Petrarca
Labor Markets in the Twentieth Century
No full textThe study of the labor market across the past hundred years reveals enormous progress and also that history repeats itself and has come full circle in some ways. Progress has been made in the rewards of labor -- wages, benefits, and increased leisure through shorter hours, vacation time, sick leave, and earlier retirement. Labor has been granted added security on the job and more safety nets when unemployed, ill, and old. Progress in the labor market has interacted with societal changes. Women's increased participation in the paid labor force is the most significant. The virtual elimination of child and full-time juvenile labor is another. Two of the most pressing economic issues of our day demonstrate that history repeats itself. Labor productivity has been lagging since the 1970s. It was equally sluggish at other junctures in American history, but the present has unique features. The current slowdown in the United States has been accompanied by a widening in the wage structure. Rising inequality is a far more serious problem because of the coincidence. The wage structure was as wide in 1940 as today but there is, to date, no hard evidence when it began its upward trend. The wage structure has, therefore, come full circle to what it was more than a half century ago. Union strength has also come full circle to that at the turn of this century.
Cultural economy intersects contemporary Art in Goldin+Senneby’s work
No full textMy name appears as cultural economist in the credits in three of Goldin+Senneby’s works that constitute their Nordenskiöld Model series which started in 2010 and is ongoing. These three works are Discreet Charm (Goldin+Senneby 2011), I dispense, divide, assign and hold (Goldin+Senneby 2012) and Shorting the Long Position (Goldin+Senneby 2013). There is indeterminacy, both conceptually and practically, in naming and describing the set of collaborations between Goldin+Senneby, the artists, or more accurately contemporary artists, and myself, the economist or more accurately cultural economist. An academic’s relationship with another academic colleague is clearly defined: it is a precisely classifiable activity like being a co-author of an academic publication or being a participant in a funded or unfunded research project or in applications for research projects. Non-academic knowledge exchange relationships, usually, can be easily classifiable as well as they may take the form of consultancy, policy advice, expert opinion, etc. And increasingly, especially in the U.K., such non-academic engagements are formally recognised and encouraged to enhance career prospects of academics as they are deemed to be practically relevant academic work contributing to solutions for societal and business needs
Reseña de Gentner, D. y Goldin-Meadow, S. (eds.) (2003). Language en Mind. Advances in the Study og Language and Thought.
No full textSe trata de una reseña de Gentner, D. y Goldin-Meadow, S. (eds.) (2003). Language in Mind. Advances in the Study of Language and Thought
Antigenic properties of lymphoma sublines derived from a drug-treated immunogenic L5178Y leukemia
No full textThe Returns to Skill in the United States across the Twentieth Century
No full textEconomic inequality is higher today than it has been since 1939, as measured by both the wage structure and wealth inequality. But the comparison between 1939 and 1999 is largely made out of necessity; the 1940 U.S. population census was the first to inquire of wage and salary income and education. We address what the returns to skill were prior to 1940 and piece together the first century-long history of skill premiums, the dispersion of the wage structure, and returns to formal schooling. We use the 1915 Iowa State Census, a remarkable and unique document, as well as several less-obscure but untapped reports. Using all of these sources, we find that the wage structure narrowed at several moments in the first half of the 20th century, not just in the 1940s, both coinciding with major economic disruptions brought about by war. The returns to education were in fact higher in 1914 than in 1939, and the enormous expansion in secondary schooling beginning in the 1910s was a contributing factor to the decrease in educational returns. Inequality and the returns to education across the entire century, therefore, first declined before their more recent and steep ascent.
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