Double vision: Insights about the origin and interpretation of multiple IRRs

The ability of a project's internal rate of return (IRR) to quantify its economic return has been questioned by many scholars over the past 60 years, most recently by Magni (2010 Magni, C.A. (2010) Average internal rate of return and investment decisions: a new perspective. The Engineering Economist, 55(2), 150–180. [Google Scholar], 2013 Magni, C.A. (2013) The internal rate of return approach and the AIRR paradigm: a refutation and a corroboration. The Engineering Economist, 58(2), 73–111. [Google Scholar]). Although IRR is a plausible—albeit imperfect—measure of a project's economic return when the cash flow stream is conventional, IRR can be an untenable measure of an unconventional project's economic return. The goal of this article is to identify a simple, intuitive explanation of IRR, one that can be applied to any cash flow pattern. To do this, the article shows how a project's IRR systematically changes when it first crosses from the conventional into the unconventional realm (i.e., a small cash outflow is appended to a conventional cash flow stream) and then as it becomes progressively more unconventional. This process reveals that the most robust economic interpretation of IRR—for both conventional and unconventional projects—is that a project's IRRs are external benchmarks that divide the set of all plausible discount rates into positive and negative net present value (NPV) ranges, rather than internally generated returns. Because it can be difficult to estimate a project's cost of capital with precision, this information can help guide the sensitivity analysis of a project.     

Legal Framework of Decentralized Energy Business Models in Germany: Challenges and Opportunities for Municipal Utilities

Feasible and profitable business models to better integrate and harness decentrally generated renewable energy are expected to constitute a key element for the energy transition in Germany. Until now, generated electricity of decentralized systems is to the largest extent only used by the property owner directly or fed into the public grid. To make better use of the generated electricity, it is necessary to find business models that provide an opportunity for different market actors, such as municipal utilities and residential prosumers. Due to the importance, yet low-anticipated monetary potential of such solutions, the legislator encourages their implementation by exemption of statutory fees, levies and taxes as well as by offering public remunerations, premiums and compensations in some cases. Capitalizing on these benefits, however, is only feasible under compliance with the legal requirements. In the light of the considerations above, this work states and analyzes the legal and regulatory framework of different business models within the German energy landscape. The major aim is to identify opportunities and challenges for the implementation of the business models self consumption, direct consumption, direct marketing, demand response, community electricity storage and net metering at the municipal level. The findings show that the profitability of various decentralized on-site business models depends primarily on the current statutory cost exemptions and compensations. At the same time, the regulation is characterized by unsystematic specific exemptions which leads to uncertainty regarding long-term planning. Additionally, although not directly privileged by the existing legal framework, municipal utilities are better suited to handle the legal burdens due to their experience and their administrative infrastructure.     

The NCAA Cartel and Antitrust Policy

The National Collegiate Athletic Association (NCAA) was originally founded to protect student athletes from the brutality of college football. The NCAA has established a number of prominent athletic programs and achieved huge commercial success. In spite of this success, the NCAA has limited the compensation of student-athletes through collusive monopsonistic restraints. Ordinarily, these restraints would be vulnerable to antitrust attack, but the NCAA has enjoyed benign neglect by the U.S. Department of Justice and the Federal Trade Commission. The root of this is the Board of Regents [National Collegiate Athletic Association v. Board of Regents of the University of Oklahoma, 468 U.S. 85 (1984)] decision, which requires rule-of-reason treatment of the NCAA’s restraints. The essential role of amateurism of student athletes is used to justify the NCAA’s cartel behavior. In this paper, we demonstrate that amateurism is a myth. We suggest that the NCAA will be unable to provide an evidentiary foundation for its claim that amateurism is crucial to the success of college athletic programs. In addition, we reject the possibility of an efficiency defense for the NCAA’s cartel behavior.     

Resale Price Maintenance Post Leegin: A Model of RPM Incentives

The prominent Babies R Us decision (McDonough et al. v. Toys R Us, Inc., 2009) was the first to explore the economic consequences of resale price maintenance after the Supreme Court’s Leegin decision. Previously, litigation concerned the presence or absence of an agreement; but that changed with the new jurisprudence which instead emphasized the restraint’s direct anti-competitive effects. While the district court’s decision in the Babies R Us case rested on the factual circumstances of the case, it did not have before it an economic model through which those facts could be integrated. This paper offers such a model, the predicates of which are drawn from the case. The conclusions derived from the model are entirely consistent with the court’s decision     

Stackelberg versus Cournot oligopoly with private information

We compare an $n$-firm Cournot model with a Stackelberg model, where $n$-firms choose outputs sequentially, in a stochastic demand environment with private information. The expected total output, consumer surplus, and total surplus are lower, while expected price and total profits are higher in the Stackelberg perfect revealing equilibrium than in the Cournot equilibrium. These rankings are the opposite of the rankings of prices, total output, surplus, and profits under perfect information. We also show that the first $n-1$ firms’ expected profits form a decreasing sequence from the first to the $(n-1){}^{st}$ in the Stackelberg game. The last mover earns more expected profit than the first mover if $n\le 4,$ or the ratio of the signals’ informativeness to the prior certainty is sufficiently low. Lastly, there is a discontinuity between the Stackelberg equilibrium of the perfect information game and the limit of Stackelberg perfect revealing equilibria, as the noise of the demand information of firms vanishes to zero at the same rate. We provide various robustness checks for the results when the precision of signals are asymmetric, there is public information or cost/quality uncertainty, or the products are differentiated.     

中国药品市场的需求实证分析

以经济学理论中的弹性理论为前提,在采用计量经济学方法研究药品需求量与人均可支配收入、人们的健康水平、药品价格等因素间的相关性的基础上,应用excel软件构建药品需求的线性需求函数模型以及对数线性需求函数模型。最终得出结论:随着人们生活水平的提高,药品需求量将显著上升,而药品价格的变化对药品需求影响较小。     

Resale Price Maintenance: An Economic Analysis of its Anticompetitive Potential

A decade ago, Leegin overruled Dr. Miles and subjected RPM to rule-of-reason treatment, under which the potential for anticompetitive conduct should be analyzed (rather than automatically assumed to be present). In its Leegin decision, the Supreme Court identified four ways in which RPM could be used to retard competition and consequently reduce consumer welfare: The first two involve the well-known concerns that RPM could be used to support either a manufacturer cartel or a dealer cartel; the last two involve unilateral conduct designed to foreclose entry or hinder smaller rivals. In this paper, we analyze these potentially harmful uses of RPM. We conclude that RPM does not pose a substantial anticompetitive threat.     

Bridging a gap: in search of an analytical tool capturing teachers’ perceptions of their own teaching

Computing and computers are introduced in school as important examples of technology, sometimes as a subject matter of their own, and sometimes they are used as tools for other subjects. All in all, one might even say that learning about computing and computers is part of learning about technology. Lately, many countries have implemented programming in their curricula as a means to address society’s dependence on, and need for programming knowledge and code. Programming is a fairly new school subject without educational traditions and, due to the rapid technological development, in constant change. This means that most programming teachers must decide for themselves what and how to teach. In this study, programming teachers’ teaching is studied. With the aim of exploring the connection/possible gap between teacher’s intentions and the teacher’s instructional practice, an expansion of the conceptual apparatus of phenomenography and variation theory is tested. In the article, phenomenography and variation theory and the suggested supplementary theoretical tool (Georg Henrik von Wright’s model of logic of events) are briefly presented and then deployed upon one selected case. Findings reveal that teachers’ intentions (reflected in their actions) include an emphasis (of teachers’ side) on the importance of balancing theory and practice, using different learning strategies, encouraging learning by trial-and-error and fostering collaboration between students for a deeper understanding of concepts. In conclusion, logic of events interpretations proves to be useful as a complementary tool to the conceptual apparatus of phenomenography.     

Examining design cognition coding schemes for P-12 engineering/technology education

Cultivating students’ design abilities can be highly beneficial for the learning of science, technology, engineering, and mathematics (STEM) concepts, and development of higher-order thinking capabilities (National Academy of Engineering and National Research Council in STEM integration in k-12 education: status, prospects, and an agenda for research, The National Academies Press, Washington, 2014). Therefore, examining students’ strategies, how they distribute their cognitive effort, and confront STEM concepts during design experiences, can help educators identify effective and developmentally appropriate methods for teaching and scaffolding design activities for students (National Research Council in standards for k-12 engineering education? The National Academies Press, Washington, 2010). Yet, educational researchers have only recently begun examining students’ engineering design cognition at the P-12 level, despite reports such as Standards for K-12 Engineering Education? (National Research Council 2010) designating this area of research as lackluster. Of the recent studies that have investigated engineering design cognition at the P-12 level, the primary method of investigation has been verbal protocol analysis using a think-aloud method (Grubbs in further characterization of high school pre- and non-engineering students’ cognitive activity during engineering design, 2016). This methodology captures participants’ verbalization of their thought process as they solve a design challenge. Analysis is typically conducted by applying a pre-determined coding scheme, or one that emerges, to determine the distribution of a group’s or an individual’s cognition. Consequently, researchers have employed a variety of coding schemes to examine and describe students’ design cognition. Given the steady increase of explorations into connections between P-12 engineering design cognition and development of student cognitive competencies, it becomes increasingly important to understand and choose the most appropriate coding schemes available, as each has its own intent and characteristics. Therefore, this article presents an examination of recent P-12 design cognition coding schemes with the purpose of providing a background for selecting and applying a scheme for a specific outcome, which can better enable the synthesis and comparison of findings across studies. Ultimately, the aim is to aid others in choosing an appropriate coding scheme, with cognizance of research analysis intent and characteristics of research design, while improving the intentional scaffolding and support of design challenges.     

Factors influencing student success on open-ended design problems

Open-ended design problems have become an important component in our educational landscape (Grubbs and Strimel in J STEM Teach Educ 50(1):77–90, 2015; Jonassen et al. in J Eng Educ 95:139–151, 2006; National Research Council in Education for life and work: developing transferable knowledge and skills in the 21st Century, National Academies Press, Washington, 2012; Strimel in Technol Eng Teach 73(7):8–18, 2014a). The ability of students to confront open-ended problem scenarios, think creatively, and produce novel designs have all been lauded as necessary skills for today’s twenty first century learners (Partnership for 21st Century Skills in P21 framework definitions, Author, Washington, 2016). This emphasis on open-ended design problems in problem-based learning scenarios has been tied to workforce and higher education preparation for students (National Academy of Engineering and National Research Council in STEM integration in K–12 education: status, prospects, and an agenda for research, National Academies Press, Washington, 2014; National Research Council in Engineering in K–12 education: understanding the status and improving the prospects, National Academies Press, Washington, 2009; Strimel in Technol Eng Teach 73(5):16–24, 2014b). However, little research has been conducted to identify the impact of potentially-influential factors on student success in such open-ended design scenarios. Therefore, the researchers examined data from 706 middle school students, working in small groups, as they completed an open-ended design challenge to determine the relationships between a variety of potentially-influential factors and student performance, as measured through adaptive comparative judgment. The analysis of the data revealed several relationships, significant and not significant, between identified variables and student success on open-ended design challenges.     

Technology education in preschool: providing opportunities for children to use artifacts and to create

In recent years, technology has been emphasized as an important area in early childhood curricula; however, in many countries preschool does not have the tradition of teaching specific subjects, and research shows that many preschool staff members are unsure about what teaching technology should include and how it should be taught. Therefore, with the ambition of outlining recommendations for both preschool practice and the preschool-teacher program, we investigated what elements staff members include in educating preschool children in technology. We investigated the research question What do preschool staff members include as elements of technology education in preschool? through open-ended items on a questionnaire completed by 102 preschool teachers and daycare attendants in Sweden. The answers were analyzed inductively, resulting in a set of seven categories: Artifacts and systems in children’s environments, Create, Problem solving, The concept of technology, Experiments, Techniques/Motor skills, and Natural science. Some key results emerged. First, artifacts have a central place in preschool technology education, and at least three verbs relate to how these artifacts are addressed: use, create, and understand. Second, the content of technology education in government regulatory documents is described to varying extents by the participants, and sometimes not at all. Third, expected elements like play and the important role of the staff are not expressed in the answers. Possible explanations and implications for the results are discussed.     

A review of the internationalization of Chinese enterprises

This article reviews the scholarly research on the internationalization of Chinese enterprises (ICE) through bibliometric citation analysis. We do so through a data visualization technique and analysis of 206 articles which are authored by 382 scholars in 72 different journals published between 2003 and 2016. The results reveal four research streams in the context of ICE: (1) testing traditional FDI theory, (2) location choice, (3) entry mode choice, and (4) drivers and motivations of internationalization. While international business (IB) journals, such as the Journal of World Business, the Journal of International Business Studies, and International Business Review, have taken a lead role in pushing the ICE literature stream forward, geographically focused general management journals, such as the Asia Pacific Journal of Management and Management & Organization Review, have also made a singular contribution. The impact of perspective, in terms of author and institution affiliation, on the literature set is also examined. Finally, issues related to data, methodological rigor and theoretical underpinnings are highlighted. To advance the ICE literature, we proposed a holistic framework of drivers and motivations of Chinese outward FDI and present some promising future research areas.     

A review of: “ENGINEERING ECONOMY, 4th. Ed.” By E. Paul DeGarmo The Macmillan Company 1967 532 pp. $10.95.

A risk measure, expected opportunity loss (EOL), is introduced to quantify the potential loss of making an incorrect choice in risk-based decision making. Different from Savage's (1951 Savage, L. J. 1951. The theory of statistical decision. Journal of the American Statistical Association, 46(253): 55–67. [Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]) minimax regret principle, EOL can account for the unbounded continuous random outcomes of alternatives and decision makers’ acceptable risk. This article studies the effects of the forms of loss function, correlation among outcomes, and the acceptable risk on the ranking results by considering the loss function in the power form. The results show that the loss functions and the outcomes correlations can significantly influence the rankings of alternatives in risk-based decision making.     

Challenges for Empirical Research on RPM

This article discusses the empirical challenges that researchers face when demonstrating the existence and effects of resale price maintenance (RPM). We outline three approaches for finding price effects of RPM and the corresponding hurdles in data and methodology. We show that the quantity test that was suggested by Posner (Univ Chic Law Rev 45(1):1–20, 1977; Univ Chic Law Rev 48:6–26, 1981) does not identify the change to welfare when demand-enhancing effects are considered generally. Finally, we present some solutions to the challenge of identifying welfare effects, and we suggest guidelines for future research.     

Sketching by design: teaching sketching to young learners

Recent science educational reforms in the United States have prompted increased efforts to teach engineering design as an approach to improve STEM (Science, Technology, Engineering, and Mathematics) learning in K-12 classrooms. Teaching design in early grades is a new endeavor for teachers in the United States. Much can be learned from design teaching and research on K-12 design education outside of the US. The purpose of this study was to explore how students learn and use design sketching to support their learning of science and design practices. Researchers provided a treatment of design sketching instruction based on best practices of prior research finding (Hope in Des Technol Educ Int J 10: 43–53, 2005; Gustafson et al. J Technol Educ 19(1):19–34, 2007). A delayed treatment model was used to provide a two-group counterbalanced quasi-experimental design to compare an experimental group and comparison (delayed treatment) group results from (6) grade 3 classrooms. Researchers employed Hope’s Des Technol Educ Int J 10: 43–53, (2005) frame to organize sketching data for analysis. Findings from this study indicated that design instruction treatment did improve student’s design and communication practices, moving from using sketching as a container of ideas to the use of sketching as a form of design communication and to refine design ideas. Both the treatment and comparison groups improved sketching skills after treatment was provided to both groups. Sketching is a design practice that can also help student learn science concepts through the generation of mental models of conceptual understanding.     

The 1968 Merger Guidelines: In Praise of Committing to Restraint

The 1968 Merger Guidelines of the U.S. Department of Justice remain a model for competition agencies around the world because they courageously articulated when the Department would exercise its prosecutorial discretion by not challenging a horizontal merger.     

Incorporating Prior Information into A GMM Objective For Mixed Logit Demand Systems

Random parameters demand system estimates can generate upward sloping demands and imply margins outside of the theoretical bounds for profit maximization. If such violations are numerous enough, they can confound merger simulation exercises. Using Lerner indices for multiproduct firms playing static Bertrand games, we find that up to 35 per cent of implied margins for beer are outside the bounds. We characterize downward sloping demand and the theoretical bounds for profit maximization as prior information and extend the GMM objective function, incorporating inequality moments for product‐level own‐elasticities and brand level or product level Lerner indices. Very few violations remain when an inequality constrained estimator is used.     

Welfare Changes in the Cournot Setting with an Empirical Application to the Telecommunications Industry

I characterize the efficiency of the Cournot equilibrium and provide bounds for the loss in consumer surplus, producer surplus and welfare when the number of firms in the market changes. I only assume that demand is decreasing in price and costs increasing in the quantity produced as long as equilibrium exists. I show how price, demand and average cost, before and after the number of firms in the market changes, can be used to compute these bounds. I apply these bounds to the Portuguese wireline market and conclude that welfare increased significantly when the monopolist was split in 2007.     

Deconstructing the Tower of Babel: a design method to improve empathy and teamwork competences of informatics students

The competence-based education recently launched in Spanish universities presents a set of abilities and skills that are difficult to teach to students in higher and more technologically-oriented grades. In this paper, a teaching intervention that is based on design methodologies is proposed, to upgrade the competitive capacities of computer engineering students. In particular, this intervention targets those aspects relating to working in multidisciplinary teams and to defining requirements based on the user’s empathy and knowledge. The main idea inspiring this technique is that the underlying challenge is a communication problem. As Brooks (1995) states in his book The Mythical Man-Month: Essays on Software Engineering, even a project having all of the prerequisites for success (a clear mission, manpower, materials, time and adequate technology) could fail as a Tower of Babel. The proposed technique through mixed methods has been evaluated with students enrolled in different courses, confirming the repeatability and validity of this method from quantitative measurement, from observation of the results, and from ascertaining the value perceived by students and their attitudes.