Max Weber and the First World War: Protestant and Catholic living standards in Germany, 1914-1919

We assess informal institutions of Protestants and Catholics by investigating their economic resilience in a natural experiment. The First World War constitutes an exogenous shock to living standards since the duration and intensity of the war exceeded all expectations. We assess the ability of Protestant and Catholic communities to cope with increasing food prices and wartime black markets. Literature based on Weber (1904, 1905) suggests that Protestants must be more resilient than their Catholic peers. Using individual height data on some 2,800 Germans to assess levels of malnutrition during the war, we find that living standards for both Protestants and Catholics declined; however, the decrease of Catholics’ height was disproportionately large. Our empirical analysis finds a large statistically significant difference between Protestants and Catholics for the 1915–19 birth cohort, and we argue that this height gap cannot be attributed to socioeconomic background and fertility alone.

Coronary heart disease and cerebrovascular disease mortality in young adults: recent trends in Europe.

Background: Over the last two decades, mortality from coronary heart disease (CHD) and cerebrovascular disease (CVD) declined by about 30% in the European Union (EU). Design: We analyzed trends in CHD (X ICD codes: I20-I25) and CVD (X ICD codes: I60-I69) mortality in young adults (age 35-44 years) in the EU as a whole and in 12 selected European countries, over the period 1980-2007. Methods: Data were derived from the World Health Organization mortality database. With joinpoint regression analysis, we identified significant changes in trends and estimated average annual percent changes (AAPC). Results: CHD mortality rates at ages 35-44 years have decreased in both sexes since the 1980s for most countries, except for Russia (130/100,000 men and 24/100,000 women, in 2005-7). The lowest rates (around 9/100,000 men, 2/100,000 women) were in France, Italy and Sweden. In men, the steepest declines in mortality were in the Czech Republic (AAPC = -6.1%), the Netherlands (-5.2%), Poland (-4.5%), and England and Wales (-4.5%). Patterns were similar in women, though with appreciably lower rates. The AAPC in the EU was -3.3% for men (rate = 16.6/100,000 in 2005-7) and -2.1% for women (rate = 3.5/100,000). For CVD, Russian rates in 2005-7 were 40/100,000 men and 16/100,000 women, 5 to 10-fold higher than in most western European countries. The steepest declines were in the Czech Republic and Italy for men, in Sweden and the Czech Republic for women. The AAPC in the EU was -2.5% in both sexes, with steeper declines after the mid-late 1990s (rates = 6.4/100,000 men and 4.3/100,000 women in 2005-7). Conclusions: CHD and CVD mortality steadily declined in Europe, except in Russia, whose rates were 10 to 15-fold higher than those of France, Italy or Sweden. Hungary and Poland, and also Scotland, where CHD trends were less favourable than in other western European countries, also emerge as priorities for preventive interventions.

How do Young People Choose College Majors?

Previous studies on the determinants of the choice of college major have assumed a constant probability of success across majors or a constant earnings stream across majors. Our model disregards these two restrictive assumptions in computing an expected earnings variable to explain the probability that a student will choose a specific major among four choices of concentrations. The construction of an expected earnings variable requires information on the student s perceived probability of success, the predicted earnings of graduates in all majors and the student s expected earnings if he (she) fails to complete a college program. Using data from the National Longitudinal Survey of Youth, we evaluate the chances of success in all majors for all the individuals in the sample. Second, the individuals' predicted earnings of graduates in all majors are obtained using Rumberger and Thomas's (1993) regression estimates from a 1987 Survey of Recent College Graduates. Third, we obtain idiosyncratic estimates of earnings alternative of not attending college or by dropping out with a condition derived from our college major decision-making model applied to our sample of college students. Finally, with a mixed multinominal logit model, we explain the individuals' choice of a major. The results of the paper show that the expected earnings variable is essential in the choice of a college major. There are, however, significant differences in the impact of expected earnings by gender and race.

The Efficiency of Collective Bargaining in Public Schools.

This paper develops a bargaining model of wage and employment determination for the public sector. the solution to the model generates structural wage and employment equations that are estimated using data from New York State teacher-school district collective bargaining agreements.

Manipulation via Capacities Revisited

This paper revisits manipulation via capacities in centralized two-sided matching markets. Sönmez (1997) showed that no stable mechanism is nonmanipulable via capacities. We show that non-manipulability via capacities can be equivalently described by two types of non-manipulation via capacities: non-Type-I-manipulability meaning that no college with vacant positions can manipulate by dropping some of its empty positions; and non-Type-II-manipulability meaning that no college with no vacant positions can manipulate by dropping some of its filled positions. Our main result shows that the student-optimal stable mechanism is the unique stable mechanism which is non-Type-I-manipulable via capacities and independent of truncations. Our characterization supports the use of the student-optimal stable mechanism in these matching markets because of its limited manipulability via capacities by colleges.

School Choice with Control

Controlled choice over public schools is a common policy of school boards in the United States. It attempts giving choice to parents while maintaining racial and ethnic balance at schools. This paper provides a foundation for controlled school choice programs. We develop a natural notion of fairness and show that assignments, which are fair for same type students and constrained non-wasteful, always exist in controlled choice problems; a "controlled" version of the student proposing deferred acceptance algorithm (CDAA) always finds such an assignment which is also weakly Pareto-optimal. CDAA provides a practical solution for controlled school choice programs.

«School choice with controlled choice constraints: hard bounds versus soft bounds»

Controlled choice over public schools attempts giving options to parents while maintaining diversity, often enforced by setting feasibility constraints with hard upper and lower bounds for each student type. We demonstrate that there might not exist assignments that satisfy standard fairness and non-wastefulness properties; whereas constrained non-wasteful assignments which are fair for same type students always exist. We introduce a "controlled" version of the deferred acceptance algorithm with an improvement stage (CDAAI) that finds a Pareto optimal assignment among such assignments. To achieve fair (across all types) and non-wasteful assignments, we propose the control constraints to be interpreted as soft bounds-flexible limits that regulate school priorities. In this setting, a modified version of the deferred acceptance algorithm (DAASB) finds an assignment that is Pareto optimal among fair assignments while eliciting true preferences. CDAAI and DAASB provide two alternative practical solutions depending on the interpretation of the control constraints. JEL C78, D61, D78, I20.

Controversia entre madurez lectora y ense??anza precoz de la lectura : revisi??n hist??rica y propuestas actuales

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Morphological awareness intervention : does severity play a role in spelling-reading improvement?

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Resoluci??n de problemas aritm??ticos : conocimiento conceptual y nivel de competencia en matem??ticas

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Necesidad y propuesta de un procedimiento para programar por Competencias B??sicas

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Evaluating Greek primary school textbooks used to teach students with learning disabilities

Evaluaci??n de los libros de texto de Educaci??n Primaria griegos utilizados en la ense??anza de los estudiantes con dificultades de aprendizaje. La evaluaci??n de los libros de texto en cuanto a su cumplimiento de las normas basadas en la evidencia de dise??o instruccional, y en cuanto a su idoneidad para acomodar las diversas necesidades educativas de los diversos grupos de la poblaci??n escolar, se considera un medio importante de mejorar la calidad de los servicios educativos incluyendo a estudiantes con discapacidades de aprendizaje. En el presente trabajo, se explican los resultados de las evaluaciones de los libros de texto de Lengua y Matem??ticas que se utilizan en los tres primeros grados de la escuela griega primaria para ense??ar a los estudiantes con y sin dificultades de aprendizaje. La evaluaci??n se bas?? en los siguientes criterios: claridad de objetivos de instrucci??n, el examen de conocimientos previos, explicitaci??n de las explicaciones de instrucci??n, la suficiencia de los ejemplos de ense??anza, la introducci??n de conceptos adicionales y capacidades, la adecuaci??n de la pr??ctica guiada, la eficacia de la pr??ctica independiente, y la adecuaci??n de los conocimientos. Seg??n los resultados, los libros de texto no cumplen en cuatro de los ocho criterios revisados, en concreto los criterios de la claridad de los objetivos de instrucci??n, la explicitud de las explicaciones de instrucci??n, la introducci??n de conceptos adicionales y habilidades, y la conveniencia de revisar los conocimientos. Bas??ndose en estos resultados, el punto de vista puede considerarse que los libros de texto evaluados presentan considerables deficiencias e insuficiencias, lo que exige la aplicaci??n de modificaciones sustanciales en varios par??metros de dise??o de la instrucci??n cuando se utilizan para ense??ar a los estudiantes con dificultades de aprendizaje. Se discuten los efectos de estas deficiencias.

Attention training in Attention Deficit Hyperactivity Disorder

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La interacci??n educativa en una escuela de ??mbito rural con alumnado inmigrante

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