Recent PhD graduate Fei Zou has published “Does Early Retirement Really Benefit Women?” in the Journal of Economic Behavior and Organization.
This paper grew out of Fei’s PhD dissertation completed at UConn (2019) under the supervision of Professor Kai Zhao. It is a joint work with Dr. Hyun Lee (former UConn faculty), and Professor Zhao.
In this paper, the authors quantitatively evaluate the welfare consequences of China’s gender-specific mandatory retirement policy using a calibrated overlapping generations model with heterogeneous agents and incomplete markets. They find that while it is intended to relieve women from work earlier and to provide them with more years of public pensions benefits than men, early mandatory retirement reduces welfare for women.
The published version of this paper can be found at:
Recent graduate Ria Bhattacharya (PhD 2019) has published an article “COVID-19: G-20’s Response to Education” in the August 2020 volume of G-20 Digest.
Abstract: This paper examines the impact of COVID-19 pandemic on education. It discusses G20 current status in the education sector and its response to COVID-19 impact on education. The paper highlights the challenges thrust upon the G20 economies concerning education, a crucial sector in any economy. Currently, there are over 23 million confirmed cases globally, with the United States leading the death count at 176000 deaths and counting, due to COVID-19. As the entire world braces itself for a severe recession comparable to the Great Depression which will have long-lasting effects on every sector of the global economy, we examine how G20 nations can provide leadership in provision of education during the current crisis.
The article may be found at https://www.ris.org.in/journals-n-newsletters/G20-Digest, and is also linked online at https://mobile.twitter.com/RIS_NewDelhi/status/1303781794030862340
Professor Subhash Ray published his recent paper “Unrestricted geometric distance functions and the Geometric Young productivity index: an analysis of Indian manufacturing” coauthored with Arnab Deb (Associate Professor, International Management Institute New Delhi) and Kankana Mukherjee (Associate Professor, Babson College) in Empirical Economics.
At this point, the paper is available online at https://doi.org/10.1007/s00181-020-01925-0.
Both of his coauthors are his former PhD students: Arnab Deb (PhD UConn 2012) and Kankana Mukherjee (PhD UConn 1997).
Oskar Harmon and Paul Tomolonis (UConn PhD 2017) have co-authored the article “Learning Tableau – A data visualization tool”, published in the Journal of Economic Education.
ABSTRACT: “Doing economics” is an important theme of undergraduate economics programs. Capstone courses increasingly include instruction in “data literacy” and the STEM-related skills of quantitative and empirical methods. Because the professional discipline has moved in this direction and because of greater employer demand for these skills, data visualization is a key component of data literacy. Tableau is a free data visualization software widely used in the data analytics industry. In this article, the authors introduce an exercise that teaches the fundamental Tableau concepts and commands needed to create charts, assemble them in a dashboard, and tell a story of patterns observed in the data. The exercise assumes no prior experience in Tableau and is appropriate for undergraduate upper-level economics courses or an empirical methods course.
The article is available at the JEE website
Professor Ross’s work with former students Jesse Kalinowski (Quinnipiac) and Matt Ross (NYU) was published in the 2019 American Economic Association Papers and Proceedings.
In this paper, they document that police change where they patrol and the types of infractions that they monitor when darkness falls. This behavior has important implications for attempts to test for racial profiling in traffic stops where often stops at night when race cannot be observed are used as a benchmark to determining whether police disproportionately stop minority motorists during the day (non-gated link to working paper below).
Professor David Simon and PhD student Mark McInerney have published “The Earned Income Tax Credit, Poverty, And Health” with co-author Sarah Goodell.
In the article, they “consider the small but growing body of studies showing that the Earned Income Tax Credit, the largest needs tested antipoverty cash assistance program in the US, improves health, particularly for single mothers and children.” https://www.healthaffairs.org/do/10.1377/hblog20181003.999839/full/
The article, in Health Affairs’ ongoing series of Health Policy Briefs, is online at:
David Simon, Mark McInerney and Sarah Goodell
“The Earned Income Tax Credit, Poverty, And Health, ” Health Affairs Health Policy Brief, October 4, 2018. DOI: 10.1377/hpb20180817.769687
Professor Oskar Harmon and Robert Szarka (Visiting Assistant Professor, SUNY Oneonta) co-authored the article “Using Google Drawings to Create Homework Exercises” that appears as the lead article in issue number 2 (2018) of the Journal of Economics Teaching.
The article shows how Google Drive’s Drawings tool can be used to create homework exercises suitable for both online and face-to-face classes. This approach allows students to create graphs actively “from scratch,” similar to the traditional pencil-and-paper approach, with a minimal investment of time and money. This could be a useful active-learning tool for online, blended, and traditional courses. The tools presented in the article have been adapted by the publisher TopHat in a recently published Principles of Micro/Macro online textbook.
Using Google Drawings to Create Homework Exercises (Harmon & Szarka)
Dominic Albino, a fourth-year graduate student in the department, and co-authors Seth Frey and Paul Williams have had their paper, “Synergistic Information Processing Encrypts Strategic Reasoning in Poker,” accepted for publication in the journal Cognitive Science.
To win at poker, players must exploit public signals from opponents, but using those signals usually makes the player’s own strategy vulnerable. The paper uses 1.75 million hands of online poker data to show that winning players successfully encrypt their strategy, using their own cards like the private key in public key cryptography. By doing so, they are able to solve the problem of exploiting others while remaining protected themselves and turn uncertainty, usually considered a liability, into an advantage.
A copy of the paper may be found on Dominic Albino’s ResearchGate page.
Professors Oskar R. Harmon, William T. Alpert, and PhD Candidate Joseph Histen, have been published the article “Online Discussion and Learning Outcomes” in the Journal International Advances in Economic Research, 2014.
This paper describes how the authors used Facebook as a discussion tool in the instruction of a principles level economics course and reports empirical estimates of the effect of that use on learning outcomes. Social media as a tool for promoting classroom discussion has advantages and disadvantages. For example, its omnipresence and flat learning curve can promote academic discourse. However social media can promote non-academic “chatting”, and its omnipresence means the user needs more than a passing knowledge of the privacy settings to have control of their “digital identity. For a Principles of Microeconomics taught in 2011 we collected data, with permission from our institution’s Institutional Review Board, on student use of Facebook, academic and demographic characteristics, learning style preferences and learning outcomes. Overall our empirical estimates provide cautious support for the hypothesis that active participation in the discussion board has a positive effect on exam score at a statistically significant level. The estimates of the effect of posts related to question and answer dialogue show a positive impact on the cumulative final exam score at a 5% level of statistical significance. This result is consistent with the view that using Facebook in academic instruction can be an effective tool for assisting the average student to resolve questions about the course material and for promoting peer-to-peer learning.