Formal Education vs. Religious Belief: Soliciting New Evidence with Multinomial Logit Modeling

1997 ◽  
Vol 36 (2) ◽  
pp. 231 ◽  
Author(s):  
Daniel Carson Johnson
Keyword(s):  
Religious Belief ◽  
Formal Education ◽  
Multinomial Logit ◽  
New Evidence ◽  
Logit Modeling

Age, Human Capital, and the Quality of Work: New Evidence from Old Masters

2013 ◽  
Vol 13 (2) ◽  
pp. 687-708 ◽  
Author(s):  
Thomas Bayer ◽  
John Page ◽  
Yaron Raviv ◽  
Joshua Rosett
Keyword(s):  
Human Capital ◽  
Capital Investment ◽  
Formal Education ◽  
Quality Of Work ◽  
Output Quality ◽  
Age Profile ◽  
Auction Prices ◽  
Individual Ability ◽  
New Evidence

Abstract The links between individual ability, human capital investment, and quality of output are generally hard to examine because in most situations output results from multiple inputs and often through complex contracting processes. We overcome these problems by examining life-cycle artistic output quality as reflected in art auction prices. First, we observe an inverted U-shaped age-quality of work profile similar to the conventional age–wage profile. Second, we find that the degree of concavity increases for those with higher native ability. Third, we find that working for a patron rather than selling directly to the market is associated with a flatter age profile. Fourth, we find evidence that formal education increases the concavity of the age-quality of work profile. These results are consistent with the theory and demonstrate that artists respond to incentives to invest in human capital.

scholarly journals The Wage Impact of Immigration in Germany - New Evidence for Skill Groups and Occupations

2011 ◽  
Vol 11 (1) ◽  
Author(s):  
Max Friedrich Steinhardt
Keyword(s):  
Labor Market ◽  
Formal Education ◽  
Market Outcomes ◽  
Education Experience ◽  
Native Workers ◽  
Wage Effects ◽  
Skill Groups ◽  
The Impact ◽  
New Evidence ◽  
Biased Estimates

Abstract This paper contributes to the ongoing debate regarding the appropriate approach to use in identifying the impact of immigration on native workers’ labor market outcomes. The initial regression analysis makes use of German administrative data and is based on the variation of foreign workers’ shares within education-experience cells over time. It confirms previous findings suggesting that immigration in Germany had no adverse impact on native wages. However, the paper highlights that in Germany immigrants and natives with similar education and experience are likely to work in different occupations. The subsequent analysis based on occupational clustering uses the same data and finds significant adverse wage effects for natives, particularly for those in basic service occupations. The paper argues, therefore, that an identification strategy based on formal education characteristics might lead to biased estimates if a country’s labor market is characterized by occupational segmentation of immigrants.

scholarly journals Education and Catch-up in the Industrial Revolution

2011 ◽  
Vol 3 (3) ◽  
pp. 92-126 ◽  
Author(s):  
Sascha O Becker ◽  
Erik Hornung ◽  
Ludger Woessmann
Keyword(s):  
Fixed Effects ◽  
Industrial Development ◽  
Formal Education ◽  
Industrial Revolution ◽  
Basic Education ◽  
School Enrollment ◽  
Industrial Education ◽  
Modern Economic ◽  
New Evidence

Research increasingly stresses the role of human capital in modern economic development. Existing historical evidence—mostly from British textile industries—however, rejects that formal education was important for the Industrial Revolution. Our new evidence from technological follower Prussia uses a unique school enrollment and factory employment database linking 334 counties from pre-industrial 1816 to two industrial phases in 1849 and 1882. Using pre-industrial education as instrument for later education and controlling extensively for pre-industrial development, we find that basic education is significantly associated with nontextile industrialization in both phases of the Industrial Revolution. Panel data models with county fixed effects confirm the results. (JEL I20, J24, N13, N33, N63)

Post-high school choices: New evidence from a multinomial logit model

2003 ◽  
Vol 16 (2) ◽  
pp. 287-306 ◽  
Author(s):  
Anh Ngoc Nguyen ◽  
Jim Taylor
Keyword(s):  
High School ◽  
Logit Model ◽  
Multinomial Logit Model ◽  
Multinomial Logit ◽  
New Evidence

The Paradox of Empathy

Episteme ◽  
2021 ◽  
Vol 18 (3) ◽  
pp. 347-366
Author(s):  
L.A. Paul
Keyword(s):  
Religious Belief ◽  
Transformative Change ◽  
Open Mind ◽  
New Evidence

AbstractA commitment to truth requires that you are open to receiving new evidence, even if that evidence contradicts your current beliefs. You should be open to changing your mind. However, this truism gives rise to the paradox of empathy. The paradox arises with the possibility of mental corruption through transformative change, and has consequences for how we should understand tolerance, disagreement, and the ability to have an open mind. I close with a discussion of how understanding this paradox provides a new explanation for a certain kind of standoff between the believer and the skeptic with regard to religious belief.

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