We analyse the impact of the Mafia on the level of education in Sicily from a historical point of view. Our analysis shows evidence that the Mafia, in the period of time from 1874 to 1913, constrained the level of schooling. In particular, despite the difficulties in obtaining data, the econometric analysis supports the assumption that, after the unification of the Italian Kingdom (1861), the Mafia represented an obstacle to accumulation of human capital in Sicily.
{"title":"Human Capital Accumulation in Sicily and the Mafia. A Historical Analysis After the Unification of the Italian Kingdom","authors":"Fabio Di Vita, G. Divita","doi":"10.2139/ssrn.3335378","DOIUrl":"https://doi.org/10.2139/ssrn.3335378","url":null,"abstract":"We analyse the impact of the Mafia on the level of education in Sicily from a historical point of view. Our analysis shows evidence that the Mafia, in the period of time from 1874 to 1913, constrained the level of schooling. In particular, despite the difficulties in obtaining data, the econometric analysis supports the assumption that, after the unification of the Italian Kingdom (1861), the Mafia represented an obstacle to accumulation of human capital in Sicily.","PeriodicalId":129976,"journal":{"name":"AARN: Other Anthropology of Education (Topic)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114281477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recent highly publicized cases of scientific misconduct have raised concerns about its consequences for academic careers. Previous and anecdotal evidence suggests that these reach far beyond the fraudulent scientist and her career, affecting coauthors and institutions. Here we show that the negative effects of scientific misconduct spill over to uninvolved prior collaborators: compared to a control group, prior collaborators of misconducting scientists, who have no link to the misconduct case, are cited 8 to 9% less afterwards. We suggest that the mechanism underlying this phenomenon is stigmatization by mere association. The result suggests that scientific misconduct generates large indirect costs in the form of mistrust against a wider range of research findings than was previously assumed. The broad fallout of misconduct implies that potential whistleblowers might be disinclined to make their concerns public in order to protect their own reputation and career.
{"title":"Guilt by Association: How Scientific Misconduct Harms Prior Collaborators","authors":"K. Hussinger, Maikel Pellens","doi":"10.2139/ssrn.3072290","DOIUrl":"https://doi.org/10.2139/ssrn.3072290","url":null,"abstract":"Recent highly publicized cases of scientific misconduct have raised concerns about its consequences for academic careers. Previous and anecdotal evidence suggests that these reach far beyond the fraudulent scientist and her career, affecting coauthors and institutions. Here we show that the negative effects of scientific misconduct spill over to uninvolved prior collaborators: compared to a control group, prior collaborators of misconducting scientists, who have no link to the misconduct case, are cited 8 to 9% less afterwards. We suggest that the mechanism underlying this phenomenon is stigmatization by mere association. The result suggests that scientific misconduct generates large indirect costs in the form of mistrust against a wider range of research findings than was previously assumed. The broad fallout of misconduct implies that potential whistleblowers might be disinclined to make their concerns public in order to protect their own reputation and career.","PeriodicalId":129976,"journal":{"name":"AARN: Other Anthropology of Education (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128734659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Using an originally constructed dataset that follows 30,000 Italian individuals from high school to the labor market, we analyze whether the gender composition of peers in high school affected their choice of college major, their academic performance and their labor market income. We exploit the within-school, cohort-by-cohort variation in the gender composition of high school classmates (peers), after controlling for school and teachers fixed effects. We find that male students graduating from classes with a large majority of male peers were more likely to choose “prevalently male” (PM) college majors (Economics, Business and Engineering). However, this impact was partially undone during college through attrition, worse academic performance and change in major. And in the long run it did not produce any difference in income or labor market outcomes. We do not find significant effects of the high school class gender composition on women. Our results are consistent with the fact that individuals are affected by the choice/pressure of the network of friends and with the observation that network size responds to class gender composition more for men than for women.
{"title":"The Effects of High School Peers' Gender on College Major, College Performance and Income","authors":"M. Anelli, G. Peri","doi":"10.1111/ECOJ.12556","DOIUrl":"https://doi.org/10.1111/ECOJ.12556","url":null,"abstract":"Using an originally constructed dataset that follows 30,000 Italian individuals from high school to the labor market, we analyze whether the gender composition of peers in high school affected their choice of college major, their academic performance and their labor market income. We exploit the within-school, cohort-by-cohort variation in the gender composition of high school classmates (peers), after controlling for school and teachers fixed effects. We find that male students graduating from classes with a large majority of male peers were more likely to choose “prevalently male” (PM) college majors (Economics, Business and Engineering). However, this impact was partially undone during college through attrition, worse academic performance and change in major. And in the long run it did not produce any difference in income or labor market outcomes. We do not find significant effects of the high school class gender composition on women. Our results are consistent with the fact that individuals are affected by the choice/pressure of the network of friends and with the observation that network size responds to class gender composition more for men than for women.","PeriodicalId":129976,"journal":{"name":"AARN: Other Anthropology of Education (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130055300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Russian Abstract: В статье анализируется условия, при которых образование и науку можно считать элементами soft power.English Abstract: In the article it is analyzed conditions under which science and education can be considered the soft power elements.
{"title":"Ум Для Человека: Благо Или Бремя? (Mind for the Person: Benefit or Burden?)","authors":"L. Mullyar","doi":"10.2139/SSRN.2717429","DOIUrl":"https://doi.org/10.2139/SSRN.2717429","url":null,"abstract":"Russian Abstract: В статье анализируется условия, при которых образование и науку можно считать элементами soft power.English Abstract: In the article it is analyzed conditions under which science and education can be considered the soft power elements.","PeriodicalId":129976,"journal":{"name":"AARN: Other Anthropology of Education (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116102708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Citizenship is a complex and important issue in education. The focus of our work is on learning citizenship rather than on citizenship education, because we believe it is necessary to start from an understanding of what citizenship is, how it is exercised and how it is learned. In this paper we address the process followed in two research projects on learning of citizenship and participation, emphasizing the qualitative and participatory methodology and some of the results: those related to the meanings of the concept «citizenship» itself, which represent such a dynamic characterization of this term that it is required to refer to it in plural; and to the experiences and scenarios in which we learn, that deal with practices, relationships and diversity of those involved in any space. The research process has led us to reconsider conceptual and methodological aspects to introduce participation as a central component in the research process. The lessons drawn from the research projects are highlighted as conclusions in the article, refer to aspects such as the enrichment of research, the development of researchers’ skills or the flexibility with which we must approach the research process. How to reference this article Gil-Jaurena, I., Ballesteros, B., & Mata, P. (2016). Ciudadanias: significados y experiencias. Aprendizajes desde la investigacion . Foro de Educacion , 14(20), 283-303. doi: http://dx.doi.org/10.14516/fde.2016.014.020.014
{"title":"Ciudadanías: Significados Y Experiencias. Aprendizajes Desde La Investigación (Citizenships: Meanings and Experiences. Learning from Research)","authors":"Inés Gil-Jaurena, Belen Ballesteros, Patricia Mata-Benito, Héctor Sánchez-Melero","doi":"10.14516/FDE.2016.014.020.014","DOIUrl":"https://doi.org/10.14516/FDE.2016.014.020.014","url":null,"abstract":"Citizenship is a complex and important issue in education. The focus of our work is on learning citizenship rather than on citizenship education, because we believe it is necessary to start from an understanding of what citizenship is, how it is exercised and how it is learned. In this paper we address the process followed in two research projects on learning of citizenship and participation, emphasizing the qualitative and participatory methodology and some of the results: those related to the meanings of the concept «citizenship» itself, which represent such a dynamic characterization of this term that it is required to refer to it in plural; and to the experiences and scenarios in which we learn, that deal with practices, relationships and diversity of those involved in any space. The research process has led us to reconsider conceptual and methodological aspects to introduce participation as a central component in the research process. The lessons drawn from the research projects are highlighted as conclusions in the article, refer to aspects such as the enrichment of research, the development of researchers’ skills or the flexibility with which we must approach the research process. How to reference this article Gil-Jaurena, I., Ballesteros, B., & Mata, P. (2016). Ciudadanias: significados y experiencias. Aprendizajes desde la investigacion . Foro de Educacion , 14(20), 283-303. doi: http://dx.doi.org/10.14516/fde.2016.014.020.014","PeriodicalId":129976,"journal":{"name":"AARN: Other Anthropology of Education (Topic)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123669184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
College athletics is commonly referred to as “big business” for universities. But it’s also big business for elite student-athletes, meaning those who are talented enough to later become professional athletes. What happens if they get injured while still in college? An injury could cost an elite student-athlete millions of dollars, in the form of lost expected future income from playing professional sports. More and more elite student-athletes are looking to insurance to help with this risk. This Article explores the types of insurance available for elite-student athletes, mainly total disability and loss-of-value insurance. The Article is the first to focus on student-athletes’ biggest hurdle in obtaining the insurance — the cost. It argues that change is needed because current limitations on elite student-athletes provide easier access to total disability insurance than to loss-of-value insurance. The Article also cautions that even though insurance is a solution to this unavoidable problem for elite student-athletes, it is not foolproof. Insurance is only reimburses part of the lost future income. That partial benefit may also possibly be inadequate because it is based on draft projections, which will not always be accurate.
{"title":"Insurance Coverage for Elite Student-Athletes","authors":"J. Lens, Joshua Lens","doi":"10.2139/SSRN.2477941","DOIUrl":"https://doi.org/10.2139/SSRN.2477941","url":null,"abstract":"College athletics is commonly referred to as “big business” for universities. But it’s also big business for elite student-athletes, meaning those who are talented enough to later become professional athletes. What happens if they get injured while still in college? An injury could cost an elite student-athlete millions of dollars, in the form of lost expected future income from playing professional sports. More and more elite student-athletes are looking to insurance to help with this risk. This Article explores the types of insurance available for elite-student athletes, mainly total disability and loss-of-value insurance. The Article is the first to focus on student-athletes’ biggest hurdle in obtaining the insurance — the cost. It argues that change is needed because current limitations on elite student-athletes provide easier access to total disability insurance than to loss-of-value insurance. The Article also cautions that even though insurance is a solution to this unavoidable problem for elite student-athletes, it is not foolproof. Insurance is only reimburses part of the lost future income. That partial benefit may also possibly be inadequate because it is based on draft projections, which will not always be accurate.","PeriodicalId":129976,"journal":{"name":"AARN: Other Anthropology of Education (Topic)","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114315579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper estimates the external returns to higher education in Mexico using cross-sectional microdata from the 2000 and 2010 censuses’ samples. Results indicate that a one percentage point increase in the share of college graduates in Mexico increases the regression-adjusted average wages of a metropolitan area in more than six percent over a 10-year period. Analyzing whether these effects are mainly due to externalities or to supply movements along a downward sloping demand, it finds that part of the external returns to education is the result of externalities from direct or indirect interaction with these individuals.
{"title":"External Returns to Higher Education in Mexico 2000-2010","authors":"Mariana Pereira, I. Soloaga","doi":"10.2139/ssrn.2386843","DOIUrl":"https://doi.org/10.2139/ssrn.2386843","url":null,"abstract":"This paper estimates the external returns to higher education in Mexico using cross-sectional microdata from the 2000 and 2010 censuses’ samples. Results indicate that a one percentage point increase in the share of college graduates in Mexico increases the regression-adjusted average wages of a metropolitan area in more than six percent over a 10-year period. Analyzing whether these effects are mainly due to externalities or to supply movements along a downward sloping demand, it finds that part of the external returns to education is the result of externalities from direct or indirect interaction with these individuals.","PeriodicalId":129976,"journal":{"name":"AARN: Other Anthropology of Education (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129780101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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