Special investigation of selected accounts at Burlington High School for the period July 1, 2004 through February 16, 2006

Special investigation of selected accounts at Burlington High School for the period July 1, 2004 through February 16, 2006

Why England? Demand, growth and inequality during the Industrial Revolution

Why was England first? And why Europe? We present a probabilistic model that builds on big-push models by Murphy, Shleifer and Vishny (1989), combined with hierarchical preferences. The interaction of exogenous demographic factors (in particular the English low-pressure variant of the European marriage pattern)and redistributive institutions such as the old Poor Law combined to make an Industrial Revolution more likely. Essentially, industrialization is the result of having a critical mass of consumers that is rich enough to afford (potentially) mass-produced goods. Our model is then calibrated to match the main characteristics of the English economy in 1750 and the observed transition until 1850.This allows us to address explicitly one of the key features of the British IndustrialRevolution unearthed by economic historians over the last three decades the slowness of productivity and output change. In our calibration, we find that the probability of Britain industrializing is 5 times larger than France s. Contrary to the recent argument by Pomeranz, China in the 18th century had essentially no chance to industrialize at all. This difference is decomposed into a demographic and a policy component, with the former being far more important than the latter.

Iowa School District Surtax Report 2006

Iowa School District Surtax Report 2006

Audit report on Mid-Iowa School Improvement Consortium, Carlisle, Iowa for the year ended June 30, 2007

Audit report on Mid-Iowa School Improvement Consortium, Carlisle, Iowa for the year ended June 30, 2007

Report on the Iowa Braille and Sight Saving School, Vinton, Iowa, for the year ended June 30, 2007

Report on the Iowa Braille and Sight Saving School, Vinton, Iowa, for the year ended June 30, 2007

Report on the Iowa School for the Deaf, Council Bluffs, Iowa for the year ended June 30, 2007

Report on the Iowa School for the Deaf, Council Bluffs, Iowa for the year ended June 30, 2007

Review of the Sigourney Community School District for the period July 1, 2006 through February 29, 2008

Review of the Sigourney Community School District for the period July 1, 2006 through February 29, 2008

Special investigation of selected transactions at Perry High School for the period July 1, 2005 through November 30, 2007

Special investigation of selected transactions at Perry High School for the period July 1, 2005 through November 30, 2007

Report on a special investigation of the West Marshall Community School District for the period January 1, 2001 through June 30, 2007

Report on a special investigation of the West Marshall Community School District for the period January 1, 2001 through June 30, 2007

How different are returns to education? Evidence from German school choices

This study presents estimates of returns to post-secondary educationand wage differentials among graduates fromdifferent secondary schoolsin Germany. I use an empirical model that captures the basic features ofthe German education system. It controls for selection into post-secondaryeducation and treats latter as endogenous in the wage equation. Myresults show that OLS estimates are severely biased. The direction ofthe bias depends on the secondary school type. Annual returns topost-secondary education differ significantly: they are eight timeshigher for graduates from the highest secondary school than for graduatesfrom the lowest secondary school.

Audit report on Sheldon Community School District in Sheldon, Iowa for the year ended June 30, 2008

Audit report on Sheldon Community School District in Sheldon, Iowa for the year ended June 30, 2008

Audit report on Clarke Community School District in Osceola, Iowa for the year ended June 30, 2008

Audit report on Clarke Community School District in Osceola, Iowa for the year ended June 30, 2008

A aprendizagem como o processo de aquisição e construção do conhecimento. O Caso da utilização dos Simuladores no ISCEE Cabo Verde Business School

O objectivo desta comunicação é demonstrar a importância da relação entre modelos de aprendizagem dinâmicos e a criação do conhecimento como mecanismo de transferência e disseminação na sociedade em Cabo Verde, através de práticas pedagógicas utlizadas no ISCEE, como demonstra a utilização dos simuladores. Esta nova abordagem, com a utilização de simuladores em contexto de sala de aula, potencia a interacção entre os estudantes e permite uma rápida troca de informação entre as partes e ao mesmo tempo melhora o processo de tomada de decisão. O processo de aprendizagem através dos simuladores potencia a aquisição e construção do conhecimento e a dinâmica do grupo, em especial a memória transactiva e relacional. Este artigo, demonstra que as novas práticas pedagógicas, com base nas novas tecnologias da comunicação e informação, devem ter o foco no grupo e não no aluno como entidade isolada.

Audit report on Perry Community School District in Perry, Iowa for the year ended June 30, 2008

Audit report on Perry Community School District in Perry, Iowa for the year ended June 30, 2008

Special report on the Dunkerton Community School District for the period July 1, 2005 through December 31, 2008

Special report on the Dunkerton Community School District for the period July 1, 2005 through December 31, 2008