Learning,experience and the dynamics of north–south Trade and technology transfer

This paper examines the dynamics of learning and experience that underlie technology transfer using a North-South trade model with a continuum of goods. Since North is historically more experienced than South, it initially produces the most advanced goods and pays higher wages. Whenever there is a market-driven transfer of technology and production over time, there will be some wage convergence as South gradually gains experience. Nevertheless, wage inequality must persist in the steady state. Product innovation typically increases steady-state wage inequality because new goods are produced in North, and North ultimately learns than South. [F12, O19]     

Your Place in Space: Classroom Experiment on Spatial Location Theory

The authors detail an urban economics experiment that is easily run in the classroom. The experiment has a flexible design that allows the instructor to explore how congestion, zoning, public transportation, and taxation levels determine the bid–rent function. Heterogeneous agents in the experiment compete for land use using a simple auction mechanism. Using the data that is collected, a bid–rent function is derived, and the experimental treatment is altered over the course of three sessions to uncover core concepts in urban economics. Moreover, this provides a tangible experience that can be used to help undergraduates relate to urban issues such as the steep rent gradient found around many larger colleges and universities.     

Response to L. Scott Miller

L. Scott Miller confronts us with the inadequacy of the schooling establishment's response to the educational needs of the special and rapidly growing group of minority students. Restructuring is urged as the most effective approach for meeting the urgent needs of disadvantaged at-risk students. Two experienced and prominent economics educators comment on the challenge and policy proposals.     

Accounting for the Rise and Fall in the Number of Economics Majors with the Discouraged-Business-Major Hypothesis

Between 1978 and 1994, the University of North Carolina at Chapel Hill experienced a cycle in the number of economics degrees it conferred that was more pronounced than that experienced nationally. A random sample of UNC economics majors between 1983 and 1994 showed that students screened out of the business curriculum made an economics major their second choice.     

A Framework for Developing and Testing Financial Capability Education Programs Targeted to Elementary Schools

Concerns about consumers’ ability to manage their finances have triggered a range of proposals, including interventions aimed at elementary school students. The goal of these approaches is to improve lifelong economic decision making, but the evidence supporting their efficacy is thin. In this article, the authors discuss the trend toward elementary financial education and propose a framework for developing evidence-based programs. They emphasize the need for understanding the underlying mechanisms that facilitate the translation of student knowledge into the ability to make sound economic decisions over the life course. The framework illustrates the importance of articulating the intended mechanisms and effects of education programs. This focus on mechanisms will not only facilitate the evaluation of individual programs, but also the synthesis of evidence across interventions.     

Comment

How well does competitive theory explain the outcome in experimental markets. The authors examined the results of a large number of classroom trading experiments that used a pit-trading design found in Experiments with Economic Principles, an introductory economics textbook by Bergstrom and Miller. They compared experimental outcomes with predictions of competitive-equilibrium theory and with those of a simple profit-splitting theory. Neither theory was entirely successful in explaining the data, although in the first rounds of trading there was significant profit splitting and, as traders became more experienced, outcomes were closer to those predicted by competitive theory.     

Local Area Inequality and Worker Well-Being

This paper uses General Social Survey data linked to Census data to investigate the effect of local area income and income inequality on worker well-being. Others have found a robust negative correlation between reference group income and self-reported well-being. However, in many cases the reference group is defined as a large geographic area. This paper adds to the literature in two ways. First, it considers multiple nested geographic reference groups with US data. Second, it explicitly considers income inequality in addition to the level of income. It is found that both income and income inequality are positively associated with well-being at the census tract level, but negatively associated at the county level. Further, the effect of inequality on well-being decreases as income increases at the census tract and county level, while it increases at the state level.     

Why Marx Neither Has Nor Needs a Commodity Theory of Money

This paper argues, contrary to the standard interpretation, that money in Marx's theory is tied neither to bullion nor to any commodity basis. It is rather the sole social form of value autonomous from use-value. This is demonstrated by reference to Marx's account of the social functions of money, and by showing that to subsume 'money' under 'commodity' commits a category mistake within Marx's system. My argument is conceptual rather than historical. It seeks to locate, not to deny, the role of 'gold' in Marx's monetary theory. It has relevance to contemporary debates about the need for some new 'gold-standard' to sustain the international monetary system.