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- Creators: Barrett, The Honors College
- Creators: Debussy, Claude, 1862-1918
Description
This dissertation consists of three essays that broadly deal with the international economics and development. The first chapter provides empirical evidence of the prevalence and importance of intangible capital transfer within multinational corporations (MNCs). Using a unique data set of Korean multinational foreign affiliates, I find that most of the foreign affiliates have managers transferred from their parent, while almost half are isolated from the parent in terms of physical trade. Furthermore, the transferred managers are positively associated with labor productivity, while physical trade from the parent is less so. I consider two possibilities for this productivity effect: (1) the managers transferred from the parent are simply more efficient than native managers; and (2) they provide knowledge that increases the productivity of all inputs. I find that the latter is consistent with the data. My findings provide evidence that transferring managers from the parent is a main source of benefit from foreign direct investment (FDI) to foreign affiliates because the managers transfer firm-specific knowledge. The second chapter analyzes importance role of service or other sectors for economic growth of manufacturing. Productivity in agriculture or services has long been understood as playing an important role in the growth of manufacturing. In this paper we provide an endogenous growth model in which manufacturing growth is stimulated by the non-manufacturing sector that provides goods used for both research and final consumption. The model permits to evaluatation of two policy options for stimulating manufacturing growth: (1) a country imports more non-manufacturing goods from a foreign country with a higher productivity; or (2) the country increases productivity of domestic non-manufacturing. We find that both policies increase welfare of the economy, but depending on the policy the manufacturing sector responses differently. Specifically, employment and value added in manufacturing rise with policy (1), but contract with policy (2). Therefore, specialization through importing non-manufacturing goods explains how some Asian economies experience fast growth in the manufacturing sector without progress in the other sectors. The third chapter tests for the importance of composition effects in affecting levels and changes of education wage premiums. In this paper I revisit composition effects in the context of Korea. Korea's large and rapid expansion of education makes it an ideal place to look for composition effects. A large, policy-induced increase in attainment in the 1980s offers additional scope for identifying composition effects. I find strong evidence that the policy-induced expansion of education lowered education wage premiums for the affected cohorts, but only weak evidence that the trend expansion of education lowered education wage premiums.
ContributorsCho, Jaehan (Author) / Silverman, Daniel (Thesis advisor) / Prescott, Edward C. (Committee member) / Schoellman, Todd (Committee member) / Arizona State University (Publisher)
Created2014
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
Description
Geology and its tangential studies, collectively known and referred to in this thesis as geosciences, have been paramount to the transformation and advancement of society, fundamentally changing the way we view, interact and live with the surrounding natural and built environment. It is important to recognize the value and importance of this interdisciplinary scientific field while reconciling its ties to imperial and colonizing extractive systems which have led to harmful and invasive endeavors. This intersection among geosciences, (environmental) justice studies, and decolonization is intended to promote inclusive pedagogical models through just and equitable methodologies and frameworks as to prevent further injustices and promote recognition and healing of old wounds. By utilizing decolonial frameworks and highlighting the voices of peoples from colonized and exploited landscapes, this annotated syllabus tackles the issues previously described while proposing solutions involving place-based education and the recentering of land within geoscience pedagogical models. (abstract)
ContributorsReed, Cameron E (Author) / Richter, Jennifer (Thesis director) / Semken, Steven (Committee member) / School of Earth and Space Exploration (Contributor, Contributor) / School of Sustainability (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
The ASU COVID-19 testing lab process was developed to operate as the primary testing site for all ASU staff, students, and specified external individuals. Tests are collected at various collection sites, including a walk-in site at the SDFC and various drive-up sites on campus; analysis is conducted on ASU campus and results are distributed virtually to all patients via the Health Services patient portal. The following is a literature review on past implementations of various process improvement techniques and how they can be applied to the ABCTL testing process to achieve laboratory goals. (abstract)
ContributorsKrell, Abby Elizabeth (Co-author) / Bruner, Ashley (Co-author) / Ramesh, Frankincense (Co-author) / Lewis, Gabriel (Co-author) / Barwey, Ishna (Co-author) / Myers, Jack (Co-author) / Hymer, William (Co-author) / Reagan, Sage (Co-author) / Compton, Carolyn (Thesis director) / McCarville, Daniel R. (Committee member) / Industrial, Systems & Operations Engineering Prgm (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
This dissertation comprises three chapters.
In chapter one, using a rich dataset for the United States, I estimate a series of models to document the birth order effects on cognitive outcomes, non-cognitive outcomes, and parental investments. I estimate a model that allows for heterogeneous birth order effects by unobservables to examine how birth order effects varies across households. I find that first-born children score 0.2 of a standard deviation higher on cognitive and non-cognitive outcomes than their later-born siblings. They also receive 10\% more in parental time, which accounts for more than half of the differences in outcomes. I document that birth order effects vary between 0.1 and 0.4 of a standard deviation across households with the effects being smaller in households with certain characteristics such as a high income.
In chapter two, I build a model of intra-household resource allocation that endogenously generates the decreasing birth order effects in household income with the aim of using the model for counterfactual policy experiments. The model has a life-cycle framework in which a household with two children confronts a sequence of time constraints and a lifetime monetary constraint, and divides the available time and monetary resources between consumption and investment. The counterfactual experiment shows that an annual income transfer of 10,000 USD to low-income households decreases the birth order effects on cognitive and non-cognitive skills by one-sixth, which is five times bigger than the effect in high-income household.
In chapter three, with Francesco Agostinelli and Matthew Wiswall, we examine the relative importance of investments at home and at school during an important transition for many children, entering formal schooling at kindergarten. Moreover, our framework allows for complementarities between children's skills and investments from schools. We find that investments from schools are an important determinant of children's skills at the end of kindergarten, whereas parental investments, although strongly correlated with end-of-kindergarten outcomes, have smaller effects. In addition, we document a negative complementarity between children's skills at kindergarten entry and investments from schools, implying that low-skill children benefit the most from an increase in the quality of schools.
In chapter one, using a rich dataset for the United States, I estimate a series of models to document the birth order effects on cognitive outcomes, non-cognitive outcomes, and parental investments. I estimate a model that allows for heterogeneous birth order effects by unobservables to examine how birth order effects varies across households. I find that first-born children score 0.2 of a standard deviation higher on cognitive and non-cognitive outcomes than their later-born siblings. They also receive 10\% more in parental time, which accounts for more than half of the differences in outcomes. I document that birth order effects vary between 0.1 and 0.4 of a standard deviation across households with the effects being smaller in households with certain characteristics such as a high income.
In chapter two, I build a model of intra-household resource allocation that endogenously generates the decreasing birth order effects in household income with the aim of using the model for counterfactual policy experiments. The model has a life-cycle framework in which a household with two children confronts a sequence of time constraints and a lifetime monetary constraint, and divides the available time and monetary resources between consumption and investment. The counterfactual experiment shows that an annual income transfer of 10,000 USD to low-income households decreases the birth order effects on cognitive and non-cognitive skills by one-sixth, which is five times bigger than the effect in high-income household.
In chapter three, with Francesco Agostinelli and Matthew Wiswall, we examine the relative importance of investments at home and at school during an important transition for many children, entering formal schooling at kindergarten. Moreover, our framework allows for complementarities between children's skills and investments from schools. We find that investments from schools are an important determinant of children's skills at the end of kindergarten, whereas parental investments, although strongly correlated with end-of-kindergarten outcomes, have smaller effects. In addition, we document a negative complementarity between children's skills at kindergarten entry and investments from schools, implying that low-skill children benefit the most from an increase in the quality of schools.
ContributorsSaharkhiz, Morteza (Author) / Silverman, Daniel (Thesis advisor) / Wiswall, Matthew (Thesis advisor) / Aucejo, Esteban (Committee member) / Veramendi, Gregory (Committee member) / Arizona State University (Publisher)
Created2018
Description
The dissertation is composed by three chapters. In Chapter 2 (coauthored with Matthew Wiswall) I develop new results for the identification and estimation of the technology of children’s skill formation when children’s skills are unobserved. In Chapter 3 I shed light on the importance of dynamic equilibrium interdependencies between children’s social interactions and parental investments decisions in explaining developmental differences between different social environments. In Chapter 4 (coauthored with Giuseppe Sorrenti) I study the effect of family income and maternal hours worked on both cognitive and behavioral child development.
ContributorsAgostinelli, Francesco (Author) / Wiswall, Matthew (Thesis advisor) / Silverman, Daniel (Thesis advisor) / Aucejo, Esteban Matias (Committee member) / Reffett, Kevin (Committee member) / Veramendi, Gregory Francisco (Committee member) / Arizona State University (Publisher)
Created2018