1,721,155 research outputs found
Initial Risk Matrix, Home Resources, Ability Development and Children's Achievement
Full text linkThis paper investigates the development of basic cognitive, motor and noncognitive abilities from infancy to adolescence. We analyse the predictive power of these abilities, initial risk conditions and home resources for children's achievement. Our data are taken from the Mannheim Study of Children at Risk (MARS), an epidemiological cohort study, which follows the long-term outcome of early risk factors. Results indicate that differences in abilities increase during childhood, while there is a remarkable stability in the distribution of the economic and socio-emotional home resources during childhood. Initial risk conditions trigger a cumulative effect. Cognitive, motor and noncognitive abilities acquired during preschool age contribute to the prediction of children's achievement at school age. --Initial Conditions,Home Resources,Intelligence,Persistence,Social Competencies,School Achievement
Initial Risk Matrix, Home Resources, Ability Development and Children's Achievement
Full text linkThis paper investigates the role of self-productivity and home resources in ability formation from infancy to adolescence. In addition, we study the complementarities between basic cognitive, motor and noncognitive abilities and social as well as academic achievement. Our data are taken from the Mannheim Study of Children at Risk (MARS), an epidemiological cohort study following the long-term outcome of early risk factors. Results indicate that initial risk conditions cumulate and that differences in basic abilities increase during development. Self-productivity rises in the developmental process and complementarities are evident. Noncognitive abilities promote cognitive abilities and social achievement. There is remarkable stability in the distribution of the economic and socio-emotional home resources during the early life cycle. This is presumably a major reason for the evolution of inequality in human development.school achievement, social competencies, persistence, intelligence, home resources, initial conditions
Supplementary Information for "Evolution upon leather manufacturing: comparison of the two Halobacterium salinarum strains isolated in the early 20-th century with the twin laboratory strains NRC-1 and R1"
No full textThis set of files contains Supplementary Data associated with the emerging manuscript "Evolution upon leather manufacturing: comparison of the two Halobacterium salinarum strains isolated in the early 20-th century with the twin laboratory strains NRC-1 and R1." by Friedhelm Pfeiffer and Mike Dyall-Smith.
The manuscript provides a detailed comparison of the complete genome sequences from four strains of Halobacterium salinarum:
91-R6 (NRC 34002, the type strain of Halobacterium salinarum);
63-R2 (NRC 34001, a strain originally reported as 'cutirubra');
NRC-1 and R1 (two laboratory strains).
“Supplementary Methods” extends the Methods section of the manuscript, providing additional detail.
“Supplementary Text S1” provides additional detail for the comparison of the chromosome from strain 63-R2 to those from strains NRC-1 and R1.
“Supplementary Text S2” provides additional details for the comparison of the chromosomes from strains 63-R2 and 91-R6.
“Supplementary Text S3” provides additional detail for the comparison of the plasmids from strain 63-R2 to those from strains NRC-1 and R1.
“Supplementary Table S4” correlates positions from “core” sequences (devoid of strain-specific mobile genetic elements) to the original genome sequences
Assessing intergenerational earnings persistence among German workers
Full text link"'The vitality and stability of our democracy - as well as the economy - eventually depend on the social permeability of our society.' (Horst Köhler, German Federal President, 29. 12. 2007, authors' own translation) This statement draws attention to the strong meritocratic beliefs concerning the equality of opportunity that dominate public debates. This is especially true of the education system. But does this general concern translate into a society in which one's economic success in the labor market is independent of the family into which one was born? And if so, to what degree? In this study, we investigate intergenerational earnings persistence among German workers. Our measure of labor market success is real monthly earnings before taxes and social security contributions. The relationship between fathers' and sons' labor market earnings is assessed using samples drawn from the German Socio-Economic Panel (SOEP) 1984-2006. We introduce a novel sampling procedure that allows us to observe father-son pairs at a fairly similar stage in their lives. From a variety of microeconometric estimates (utilizing both OLS and IV methods) we suggest that the best point estimate of intergenerational earnings elasticity among German workers is one-third. Hence, if in the period of investigation a father's permanent labor market earnings increased by 10 percent ( EURO 231 at the mean of our father sample), the son's long-run economic status grew by 3.33 percent. Evaluated at the mean of our sample of sons ( EURO 1,937), this implies a step up of EURO 63 for the son. This figure indicates a lower degree of mobility (and a higher degree of persistence) in Germany compared to preceding studies. In an international perspective, the intergenerational earnings persistence in Germany seems to be lower than that in the United States and higher than that in Sweden. To summarize: there still seems to be substantial intergenerational earnings mobility among German workers, but more persistence than previous research suggested." (Author's abstract, IAB-Doku) ((en)) Additional Information Kurzfassung (deutsch) Executive summary (english)Einkommenshöhe, Intergenerationsmobilität, Väter, Söhne, soziale Herkunft, Sozioökonomisches Panel, Persistenz, erwerbstätige Männer, Erwerbseinkommen, soziale Mobilität, Einkommensunterschied, Westdeutschland, Bundesrepublik Deutschland
The impact of student loans on educational attainment: the case of a program at the pontifical catholic university of Peru
Full text linkDuring the past decades, the Pontifical Catholic University of Peru (known as PUCP) has been giving student loans to some of its students with satisfactory academic performance but who face certain economic problems which might interrupt their studies. Although this program was created more than forty years ago, its results have not been rigorously evaluated. This document attempts to assess to what extent the program has benefited students. Because the collected data come from academic and social records, the completion of this task requires using modern techniques specifically designed to work with non experimental data. After estimating by propensity score matching with multiple treatments, I find a statistically significant impact of this program on the time a student employs to complete the course of study at PUCP (measured in semesters) only when a student was awarded with a loan for 6 semesters or more. That effect is not significantly different from zero when the loan lasts less than 6 semesters. Similar results were found when I analyzed the impact on the probability of degree completion of student loans, where students with loan were more likely to meet all graduation requirements by 6 years and a half after they start studying at PUCP. Again this effect was significant only when the student participates in the program for six semesters or more. However, the impact on that probability was small.Student Loans, Matching, Treatment Effect
A socio-economic analysis of youth disconnectedness
Full text linkAccording to our research, some 12% of young people in Germany between the ages of 17 and 19 are disconnected, i.e. not in school, unemployed, and not living with a partner. The percentage of disconnected youths has been on the rise since 2002. There is evidence that an adverse family environment is the most important variable for being disconnected. Early life adversity influences the development of cognitive and noncognitive skills as well as school and labour market outcomes. Macroeconomic factors also contribute to disconnectedness. Recessions are followed by an increase in the number of disconnected youth. --Disconnected youth,unemployment,school failure,life adversity
A Service of zbw Leibniz-Informationszentrum Wirtschaft Leibniz Information Centre for Economics Age-Dependent Skill Formation and Returns to Education: Simulation Based Evidence Age-Dependent Skill Formation and Returns to Education: Simulation Based Evi
No full textStandard-Nutzungsbedingungen: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in Age-Dependent Skill Formation and Returns to Education: Simulation Based Evidence Friedhelm Pfeiffer Karsten Reuß The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit company supported by Deutsche Post World Net. The center is associated with the University of Bonn and offers a stimulating research environment through its research networks, research support, and visitors and doctoral programs. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. D I S C U S S I O N P A P E R S E R I E S IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. This study integrates findings from neurobiology and psychology on early childhood development and self-regulation to assess returns to education. Our framework for evaluating the distribution of age-specific returns to investments in cognitive and noncognitive skills is a lifecycle simulation model based on the technology of skill formation (Cunha and Heckman JEL Classification: J21, J24, J3
A Service of zbw Leibniz-Informationszentrum Wirtschaft Leibniz Information Centre for Economics Education and Lifetime Income During Demographic Transition Education and Lifetime Income During Demographic Transition Das Wichtigste in Kürze
No full textStandard-Nutzungsbedingungen: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. http://ftp.zew.de/pub/zew-docs/dp/dp13021.pdf Die Dis cus si on Pape rs die nen einer mög lichst schnel len Ver brei tung von neue ren For schungs arbei ten des ZEW. Die Bei trä ge lie gen in allei ni ger Ver ant wor tung der Auto ren und stel len nicht not wen di ger wei se die Mei nung des ZEW dar. Terms of use: Documents in EconStor may Dis cus si on Papers are inten ded to make results of ZEW research prompt ly avai la ble to other eco no mists in order to encou ra ge dis cus si on and sug gesti ons for revi si ons. The aut hors are sole ly respon si ble for the con tents which do not neces sa ri ly repre sent the opi ni on of the ZEW. Das Wichtigste in Kürze Non-technical summary The paper studies the power of educational investments in relation to transfers for fostering lifetime income and for reducing income inequality in Germany and contributes to the discussion of sustainability in the German public pension system in times of demographic transition in a novel way. Costs and benefits of public transfer payments are examined that directly reduce income inequality at older age (called remedial policies) and compared with investments into education, beginning already at preschool age (called preventative policies). Furthermore, the paper studies the power of age-dependent educational investments for the development of lifetime income and inequality for cohorts born 1940 to 2044 over the period from 2010 to 2080 (intergenerational redistribution). The analysis is based on a model of age-dependent human capital accumulation, featuring dynamic complementarities in skill formation over the life cycle. According to the findings educational investments are more effective in reducing income inequality than transfers in one generation until the age of 17 years. The relationship reverses after the age of 17. In case of remedial pension transfers in old age, the "rich" pensioner has to spend 100,000 € at the age of 65 years in order to increase the income of the "poor" pensioner so that the income inequality ratio is reduced moderately from 3.3 to 3.1 in Germany. To achieve the same reduction in inequality, the value of additional educational investments in preschool assessed at the age of 65 years is only 10,398 €, demonstrating the power of the childhood skill multiplier. Forecasts demonstrate that in the next decades the German population will decline as a consequence of declining fertily rates. Presumably, the old age dependency ratio will increase from 30 to over 50 percent, and the growth in average pensions will be moderate or even negative. According to our analysis tax-financed educational investments starting in 2011 could help to moderate the economic consequences of demographic transition. The findings suggest that benefits will be positive on average, but not for all cohorts, mainly because of the significant lags between educational investments in childhood and increased human capital in adulthood. Cohorts born after 1976 will gain. The longer the planning horizon, the more positive the impact of educational investments on pensions in the German pension system will be. Investments into the youngest are the most productive. Additional educational investments into secondary education will presumably not raise lifetime income enough to compensate its costs. Education and Lifetime Income during Demographic Transition Friedhelm Pfeiffer** and Karsten Reuß* *ZEW Mannheim ** ZEW Mannheim, University of Mannheim April 8, 2013, comments welcome Abstract: The paper studies the power of educational investments in relation to transfers for fostering lifetime income and for reducing income inequality in Germany. The welfare analysis is based on a model of age-dependent human capital accumulation, featuring dynamic complementarities in skill formation over the life cycle, and calibrated for the period of ongoing demographic transition until 2080. If policy aims at reducing the inequality of lifetime income among people of the same generation, educational investments for people younger than or equal to seventeen do a better job compared to transfers in adulthood. In an intergenerational perspective all cohorts born after 1976 will gain from tax-financed additional investments in preschooleducation introduced in 2011. Additional investments into secondary education will, as a rule, not cause life time income to raise enough to compensate its costs
Betriebsvereinbarung versus Tarifsystem
Full text linkTarifautonomie und Flächentarifvertrag sind ins Kreuzfeuer der Kritik geraten. Es geht um die Frage, ob auch in Zukunft die zentralen Mindeststandards für Arbeits- und Einkommensbedingungen im Wesentlichen durch branchenbezogene, verbindliche Verbandstarifverträge festgelegt werden sollen oder ob der Betrieb zur wichtigsten Aushandlungsebene für Löhne, Arbeitszeiten und sonstige Arbeitsbedingungen werden soll. Dr. Hagen Lesch, Institut der deutschen Wirtschaft Köln, bezweifelt allerdings, dass dies vorteilhaft sei: »Mit einer Beseitigung des im Betriebsverfassungsgesetz verankerten Tarifvorrangs entstünde alternativ die Möglichkeit, mit dem Betriebsrat zu verhandeln. Ob dies den Unternehmen aber tatsächlich Vorteile bringen würde, ist umstritten.« Für Prof. Dr. Wernhard Möschel, Universität Tübingen, sollte in Zukunft nicht die Betriebsvereinbarung, sondern der individuelle Arbeitsvertrag funktionsfähig gemacht werden. Auch PD Dr. Friedhelm Pfeiffer, ZEW Mannheim, unterstreicht dies: »Um die Aggressivität der Lohnbildung in Deutschland abzumildern, wäre es wahrscheinlich hilfreicher, die Betriebsebene zu umgehen und die Privatautonomie zu stärken.« Prof. Dr. Claus Schnabel, Universität Erlangen-Nürnberg, betont, dass »da weder überbetrieblichen kollektiven noch betrieblichen oder individuellen Regelungen ein durchweg besseres Problemlösungspotential zugesprochen werden kann, ... (die) Gesetzgeber und Rechtsprechung darauf achten (sollten), dass alle diese Möglichkeiten auch für die Vereinbarung von Löhnen und Arbeitsbedingungen zur Verfügung stehen«. Martin Kannegiesser, Arbeitgeberverband Gesamtmetall, fordert, dass die jeweils zuständigen Tarifparteien in ihren Branchentarifverträgen die konkreten betrieblichen Gestaltungsspielräume erweitern sollten, indem sie freiwillige Optionen eröffnen, die innerhalb bestimmter Bandbreiten von den Betriebsparteien ausgefüllt werden könnten. Dagegen vertreten Dr. Reinhard Bispinck und Dr. Hartmut Seifert, WSI, die Ansicht, dasBetriebsvereinbarung, Tarifpolitik, Tarifautonomie, Unternehmen, Arbeitsmarkt, Tarifvertrag, Reform, Wettbewerb, Beschäftigungseffekt, Deutschland
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