The paper develops a four-sector general equilibrium model where the fair wage hypothesis is valid and there is agricultural dualism for analyzing the consequence of an inflow of foreign capital on the skilled-unskilled wage inequality and the unemployment of skilled labour in a developing economy. The unskilled workers are fully employed but there is imperfection in the market for unskilled labour. On the contrary, the skilled wage is set by the firms by minimizing the unit cost of skilled labour and their efficiency depends on the relative income distribution and the unemployment rate. The analysis finds that an inflow of foreign capital worsens the relative wage inequality but lowers the unemployment of skilled labour. It provides an alternative theoretical foundation to the empirical finding that inflows of foreign capital might have produced unfavourable effect on the wage inequality in the developing countries during the liberalized regime by increasing the relative demand for skilled labour.
{"title":"Fair Wage Hypothesis, Foreign Capital Inflow and Skilled-Unskilled Wage Inequality in the Presence of Agricultural Dualism","authors":"Sarbajit Chaudhuri","doi":"10.2139/ssrn.1226048","DOIUrl":"https://doi.org/10.2139/ssrn.1226048","url":null,"abstract":"The paper develops a four-sector general equilibrium model where the fair wage hypothesis is valid and there is agricultural dualism for analyzing the consequence of an inflow of foreign capital on the skilled-unskilled wage inequality and the unemployment of skilled labour in a developing economy. The unskilled workers are fully employed but there is imperfection in the market for unskilled labour. On the contrary, the skilled wage is set by the firms by minimizing the unit cost of skilled labour and their efficiency depends on the relative income distribution and the unemployment rate. The analysis finds that an inflow of foreign capital worsens the relative wage inequality but lowers the unemployment of skilled labour. It provides an alternative theoretical foundation to the empirical finding that inflows of foreign capital might have produced unfavourable effect on the wage inequality in the developing countries during the liberalized regime by increasing the relative demand for skilled labour.","PeriodicalId":142467,"journal":{"name":"Labor: Human Capital","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123962164","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}
Several studies show that employees with firm-specific skills are more likely to be covered by employer-sponsored pension schemes than workers with general skills. Therefore it can be expected that workers with firm-specific skills retire earlier. This paper tests this prediction using US data from the National Longitudinal Survey of Older Men. We find that workers who participated in firm-specific training in their early careers retire earlier than workers with a general training background. This indicates that shared investments in firm-specific training are embedded in implicit contracts that induce early retirement. The results remain robust when controlling for technological change and work commitment.
{"title":"Training Background and Early Retirement","authors":"R. Montizaan, F. Cörvers, A. de Grip","doi":"10.2139/ssrn.1139874","DOIUrl":"https://doi.org/10.2139/ssrn.1139874","url":null,"abstract":"Several studies show that employees with firm-specific skills are more likely to be covered by employer-sponsored pension schemes than workers with general skills. Therefore it can be expected that workers with firm-specific skills retire earlier. This paper tests this prediction using US data from the National Longitudinal Survey of Older Men. We find that workers who participated in firm-specific training in their early careers retire earlier than workers with a general training background. This indicates that shared investments in firm-specific training are embedded in implicit contracts that induce early retirement. The results remain robust when controlling for technological change and work commitment.","PeriodicalId":142467,"journal":{"name":"Labor: Human Capital","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121784274","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}
Pub Date : 2008-06-01DOI: 10.1111/j.1467-9442.2008.00538.x
P. Fredriksson, Björn Öckert
This paper utilizes a policy change to estimate the effect of teacher density on student performance. We find that an increase in teacher density has a positive effect on student achievement. The baseline estimate – obtained by using the grade point average as the outcome variable – implies that resource increases corresponding to the class-size reduction in the STAR-experiment (i.e., a reduction of 7 students) improves performance by 2.6 percentile ranks (or 0.08 standard deviations). When we use test score data for men, potentially a more objective measure of student performance, the effect of resources appears to be twice the size of the baseline estimate.
{"title":"Resources and Student Achievementevidence from a Swedish Policy Reform","authors":"P. Fredriksson, Björn Öckert","doi":"10.1111/j.1467-9442.2008.00538.x","DOIUrl":"https://doi.org/10.1111/j.1467-9442.2008.00538.x","url":null,"abstract":"This paper utilizes a policy change to estimate the effect of teacher density on student performance. We find that an increase in teacher density has a positive effect on student achievement. The baseline estimate – obtained by using the grade point average as the outcome variable – implies that resource increases corresponding to the class-size reduction in the STAR-experiment (i.e., a reduction of 7 students) improves performance by 2.6 percentile ranks (or 0.08 standard deviations). When we use test score data for men, potentially a more objective measure of student performance, the effect of resources appears to be twice the size of the baseline estimate.","PeriodicalId":142467,"journal":{"name":"Labor: Human Capital","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126413749","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}
To study the development of wage inequality is important for the economic performance as well as for the development of employment. First, I estimate the remuneration to personal characteristics for Germans and immigrants across the wage distribution using quantile regression. My database is the German socio-economic panel for the period 1984-2006. I find a higher inequality between skill groups for Germans relative to immigrants. The returns to skill for the highest educational attainment are higher for Germans across the wage distribution compared to immigrants. But within-group inequality for the group with the highest educational attainment is higher for immigrants. Both groups have concave experience-earnings profiles. One more year of work experience increases the wage more for Germans. Secondly I use the decomposition method of Melly (2006). Decomposition methods are suitable to get further insights into the question as to whether or not the observable differences in the distribution are caused by the difference in the composition or differences in the estimated coefficients. Immigrants have a negative wage gap relative to Germans. The wage gap rises across the distribution and is due to a rising discrimination of immigrants across the wage distribution for the years 1992 and 2006. For the year 1984 the characteristic effect is responsible for the wage gap. Inequality rises for both groups between the year 1992 and 2006. The increase is much stronger for Immigrants. The coefficient effect is mainly responsible for the wage increase across time for both groups.
{"title":"Development of Wage Inequality for Natives and Immigrants in Germany - Evidence from Quantile Regression and Decomposition","authors":"H. Peters","doi":"10.2139/ssrn.1151194","DOIUrl":"https://doi.org/10.2139/ssrn.1151194","url":null,"abstract":"To study the development of wage inequality is important for the economic performance as well as for the development of employment. First, I estimate the remuneration to personal characteristics for Germans and immigrants across the wage distribution using quantile regression. My database is the German socio-economic panel for the period 1984-2006. I find a higher inequality between skill groups for Germans relative to immigrants. The returns to skill for the highest educational attainment are higher for Germans across the wage distribution compared to immigrants. But within-group inequality for the group with the highest educational attainment is higher for immigrants. Both groups have concave experience-earnings profiles. One more year of work experience increases the wage more for Germans. Secondly I use the decomposition method of Melly (2006). Decomposition methods are suitable to get further insights into the question as to whether or not the observable differences in the distribution are caused by the difference in the composition or differences in the estimated coefficients. Immigrants have a negative wage gap relative to Germans. The wage gap rises across the distribution and is due to a rising discrimination of immigrants across the wage distribution for the years 1992 and 2006. For the year 1984 the characteristic effect is responsible for the wage gap. Inequality rises for both groups between the year 1992 and 2006. The increase is much stronger for Immigrants. The coefficient effect is mainly responsible for the wage increase across time for both groups.","PeriodicalId":142467,"journal":{"name":"Labor: Human Capital","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133672075","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}
H. Lohmann, C. K. Spiess, Olaf Groh-Samberg, J. Schupp
In Germany, researchers dealing with questions of empirical educational research rely mainly on cross-sectional data. In addition, there are region- and group-specific longitudinal studies. This paper demonstrates the possibilities for using educationally relevant information from long-running household studies like the Socio-Economic Panel (SOEP) to address questions of sociological and economic interest in empirical educational research. Following an in-depth description of the educational information provided in SOEP, we cite selected examples of how these data can be used and also discuss the SOEP's current limitations. We show that the information on social origins and family background in SOEP offers a particularly rich source for empirical study. Through the SOEP's long duration of almost 25 years and its wide coverage of all of Germany, while still allowing for regional differentiations, the survey allows observation of educational processes in different social and economic contexts. Its currently existing limitations lie in measuring competency development and in collecting data on the characteristics of educational institutions.
{"title":"Analytical Potentials of the German Socio-Economic Panel (GSOEP) for Empirical Educational Research (Analysepotenziale des Sozio-oekonomischen Panels (SOEP) fuer die empirische Bildungsforschung)","authors":"H. Lohmann, C. K. Spiess, Olaf Groh-Samberg, J. Schupp","doi":"10.2139/SSRN.1143865","DOIUrl":"https://doi.org/10.2139/SSRN.1143865","url":null,"abstract":"In Germany, researchers dealing with questions of empirical educational research rely mainly on cross-sectional data. In addition, there are region- and group-specific longitudinal studies. This paper demonstrates the possibilities for using educationally relevant information from long-running household studies like the Socio-Economic Panel (SOEP) to address questions of sociological and economic interest in empirical educational research. Following an in-depth description of the educational information provided in SOEP, we cite selected examples of how these data can be used and also discuss the SOEP's current limitations. We show that the information on social origins and family background in SOEP offers a particularly rich source for empirical study. Through the SOEP's long duration of almost 25 years and its wide coverage of all of Germany, while still allowing for regional differentiations, the survey allows observation of educational processes in different social and economic contexts. Its currently existing limitations lie in measuring competency development and in collecting data on the characteristics of educational institutions.","PeriodicalId":142467,"journal":{"name":"Labor: Human Capital","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124079145","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 examines the effect of inequality on the incentives to emigrate according to a person’s observable and unobservable skills. Borjas (1987) shows that higher skilled individuals are more likely to emigrate than lower skilled individuals when the returns to skill are higher in a potential foreign destination. Building on this framework, we develop a model which shows that this prediction holds for observable skills like education which are "general" in the sense of being easily transferable to another country. However, we show that the relationship between unobservable skills and the probability of emigrating is an inverse U-shape - since unobservable skills are a mixture of "general skills" and "country-specific skills" which are not easily transferable. We examine the predictions of our model with a unique data set containing information on who emigrates from Israel between 1995 and 2004, combined with a full set of demographic and labor market variables for both movers and stayers in 1995. By exploiting differences between Israel and the United States in the returns to observable (education) and unobservable skills across different sectors (industries and occupations), we find strong evidence that a lower return to unobservable skills in Israel versus the US entices higher ability Israelis to leave the country. Also, we find that virtually the entire positive relationship between education and the rate of emigration would be eliminated if the returns to education were increased in Israel to US levels within each industry. Overall, the results strongly support our model and the importance of differentiating between general and "country-specific" skills in the analysis of immigrant selection.
{"title":"When is 'Too Much' Inequality Not Enough? The Selection of Israeli Emigrants","authors":"Eric D. Gould, Omer Moav","doi":"10.2139/ssrn.1146123","DOIUrl":"https://doi.org/10.2139/ssrn.1146123","url":null,"abstract":"This paper examines the effect of inequality on the incentives to emigrate according to a person’s observable and unobservable skills. Borjas (1987) shows that higher skilled individuals are more likely to emigrate than lower skilled individuals when the returns to skill are higher in a potential foreign destination. Building on this framework, we develop a model which shows that this prediction holds for observable skills like education which are \"general\" in the sense of being easily transferable to another country. However, we show that the relationship between unobservable skills and the probability of emigrating is an inverse U-shape - since unobservable skills are a mixture of \"general skills\" and \"country-specific skills\" which are not easily transferable. We examine the predictions of our model with a unique data set containing information on who emigrates from Israel between 1995 and 2004, combined with a full set of demographic and labor market variables for both movers and stayers in 1995. By exploiting differences between Israel and the United States in the returns to observable (education) and unobservable skills across different sectors (industries and occupations), we find strong evidence that a lower return to unobservable skills in Israel versus the US entices higher ability Israelis to leave the country. Also, we find that virtually the entire positive relationship between education and the rate of emigration would be eliminated if the returns to education were increased in Israel to US levels within each industry. Overall, the results strongly support our model and the importance of differentiating between general and \"country-specific\" skills in the analysis of immigrant selection.","PeriodicalId":142467,"journal":{"name":"Labor: Human Capital","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116797061","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 article explores a new model of firm dynamics that incorporates workers, their accumulation of specific human capital, and their mobility. A firm's production efficiency is determined by the levels of its managerial capability and its workers' firm-specific human capital in the model. Elaborating on the connection between firm dynamics and specific human capital, I show that the importance of managerial capability systematically influences firm dynamics and employment practices. The model offers a new perspective on the public policy implications of apparently anticompetitive entry restrictions. By incorporating a government that can enforce entry regulations in the model, I demonstrate that entry restrictions can improve welfare by mitigating the underinvestment problem in specific human capital. The Author 2010. Published by Oxford University Press on behalf of Yale University. All rights reserved. For Permissions, please email: journals.permissions@oxfordjournals.org, Oxford University Press.
{"title":"Firm Dynamics and Labor Market Consequences","authors":"H. Morita","doi":"10.2139/ssrn.926489","DOIUrl":"https://doi.org/10.2139/ssrn.926489","url":null,"abstract":"This article explores a new model of firm dynamics that incorporates workers, their accumulation of specific human capital, and their mobility. A firm's production efficiency is determined by the levels of its managerial capability and its workers' firm-specific human capital in the model. Elaborating on the connection between firm dynamics and specific human capital, I show that the importance of managerial capability systematically influences firm dynamics and employment practices. The model offers a new perspective on the public policy implications of apparently anticompetitive entry restrictions. By incorporating a government that can enforce entry regulations in the model, I demonstrate that entry restrictions can improve welfare by mitigating the underinvestment problem in specific human capital. The Author 2010. Published by Oxford University Press on behalf of Yale University. All rights reserved. For Permissions, please email: journals.permissions@oxfordjournals.org, Oxford University Press.","PeriodicalId":142467,"journal":{"name":"Labor: Human Capital","volume":"598 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131475096","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}
The paper highlights the relationship between economic growth and entrepreneurship, while appreciating the difference between necessity entrepreneurship and opportunity entrepreneurship, based on the available literature, and asserts that creation, survival and success of new ventures is an area which has traditionally been ignored by policy makers in Pakistan despite its potential to broaden economic base, contribute substantially towards economic growth and strengthen the process of wealth creation. The paper establishes that universities are a natural choice to initiate and promote opportunity entrepreneurship in the society. The paper then, capitalizing on key international examples and keeping in view the local circumstances/factors, proposes a framework - Universities-driven Entrepreneurship Model - for creating pockets of high entrepreneurial activity around universities. The paper presents specific policy recommendations for government and suggests key interventions for universities that can facilitate in transforming universities into entrepreneurial activity hubs, thus contributing towards national economic growth.
{"title":"Universities-Driven Entrepreneurship Model - Creating Pockets of High Entrepreneurial Activity in Pakistan","authors":"H. Khawar","doi":"10.2139/ssrn.1135115","DOIUrl":"https://doi.org/10.2139/ssrn.1135115","url":null,"abstract":"The paper highlights the relationship between economic growth and entrepreneurship, while appreciating the difference between necessity entrepreneurship and opportunity entrepreneurship, based on the available literature, and asserts that creation, survival and success of new ventures is an area which has traditionally been ignored by policy makers in Pakistan despite its potential to broaden economic base, contribute substantially towards economic growth and strengthen the process of wealth creation. The paper establishes that universities are a natural choice to initiate and promote opportunity entrepreneurship in the society. The paper then, capitalizing on key international examples and keeping in view the local circumstances/factors, proposes a framework - Universities-driven Entrepreneurship Model - for creating pockets of high entrepreneurial activity around universities. The paper presents specific policy recommendations for government and suggests key interventions for universities that can facilitate in transforming universities into entrepreneurial activity hubs, thus contributing towards national economic growth.","PeriodicalId":142467,"journal":{"name":"Labor: Human Capital","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129942653","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}
Pub Date : 2008-05-15DOI: 10.1111/J.1467-629X.2008.00261.X
Jamie Alcock, S. Cockcroft, F. Finn
We examine the role that secondary mathematics plays in the performance of students in introductory business courses. Students who pass more advanced secondary mathematics subjects perform significantly better in introductory business courses. This 'mathematics effect' is significantly stronger than the effect of other business-related secondary subjects, such as economics or accounting. Our findings also confirm previous studies showing that secondary accounting is beneficial for studying first-year tertiary accounting. Interestingly though, we find that studying secondary economics can detract from a student's introductory tertiary results in some courses. Our findings have implications for educators and administrators as well as current secondary students. Copyright (c) The Authors. Journal compilation (c) 2008 AFAANZ.
{"title":"Quantifying the Advantage of Secondary Mathematics Study for Accounting and Finance Undergraduates","authors":"Jamie Alcock, S. Cockcroft, F. Finn","doi":"10.1111/J.1467-629X.2008.00261.X","DOIUrl":"https://doi.org/10.1111/J.1467-629X.2008.00261.X","url":null,"abstract":"We examine the role that secondary mathematics plays in the performance of students in introductory business courses. Students who pass more advanced secondary mathematics subjects perform significantly better in introductory business courses. This 'mathematics effect' is significantly stronger than the effect of other business-related secondary subjects, such as economics or accounting. Our findings also confirm previous studies showing that secondary accounting is beneficial for studying first-year tertiary accounting. Interestingly though, we find that studying secondary economics can detract from a student's introductory tertiary results in some courses. Our findings have implications for educators and administrators as well as current secondary students. Copyright (c) The Authors. Journal compilation (c) 2008 AFAANZ.","PeriodicalId":142467,"journal":{"name":"Labor: Human Capital","volume":"167 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123263410","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}
Pub Date : 2008-05-13DOI: 10.1111/j.1467-629X.2007.00239.x
Aldónio Ferreira, A. Santoso
Prior accounting education literature documents that students typically associate accounting subjects with negative perceptions, but there are also recent suggestions that the stereotype of the accountant has positive associations. These perceptions of accounting are likely to affect students' attitudes towards learning and, consequently, influence their performance. We examine the relationship between students' perceptions and students' performance. The present study involved undergraduate and graduate students enrolled in management accounting subjects. Our findings indicate that students' performance is negatively affected by the negative perceptions of accounting that students bring to the subject. Our findings also suggest that positive perceptions of accounting held by students at the end of the semester have a positive impact on students' performance. Copyright (c) 2007 The Authors. Journal compilation (c) 2007 AFAANZ.
{"title":"Do Students Perceptions Matter? A Study of the Effect of Students Perceptions on Academic Performance","authors":"Aldónio Ferreira, A. Santoso","doi":"10.1111/j.1467-629X.2007.00239.x","DOIUrl":"https://doi.org/10.1111/j.1467-629X.2007.00239.x","url":null,"abstract":"Prior accounting education literature documents that students typically associate accounting subjects with negative perceptions, but there are also recent suggestions that the stereotype of the accountant has positive associations. These perceptions of accounting are likely to affect students' attitudes towards learning and, consequently, influence their performance. We examine the relationship between students' perceptions and students' performance. The present study involved undergraduate and graduate students enrolled in management accounting subjects. Our findings indicate that students' performance is negatively affected by the negative perceptions of accounting that students bring to the subject. Our findings also suggest that positive perceptions of accounting held by students at the end of the semester have a positive impact on students' performance. Copyright (c) 2007 The Authors. Journal compilation (c) 2007 AFAANZ.","PeriodicalId":142467,"journal":{"name":"Labor: Human Capital","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127247138","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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