The weight of nineteenth century Mexicans in the Western United States

When traditional methods for measuring economic welfare are scarce or unreliable, heights and BMIs are now well-accepted measurements that represent biological conditions during economic development. Weight, after controlling for height, is an additional measure for current net nutrition. Little is known about how weights varied among Mexicans living in the nineteenth century American West. Between 1870 and 1920, average Mexican weight was low and remained constant. Mexican farmers had the heaviest weights, and unskilled worker weights were low. Weight of Mexican-born individuals were higher than Mexicans born in the United States at low weights but lower at high weights. For combined characteristics, weight varied the most with age, an uncontrollable characteristic, indicating that nineteenth century Mexican current net nutrition varied the most with factors over which they had no control.     

LEADERS,FOLLOWERS, AND ASYMMETRIC LOCAL TAX POLICY DIFFUSION

Complementing recent theoretical models of tax competition with endogenous leadership, we empirically model local policy diffusion as a dynamic asymmetric process. Using a setting where local option sales taxes rapidly transitioned from nonexistence to ubiquity, we construct a policy leadership index to classify jurisdictions as leaders or followers. Using models that control for vertical tax competition effects, we show how asymmetric leader–follower dynamics characterize horizontal tax competition over the three decades that follow. A placebo test further supports our main conclusions. This methodological approach could be adapted to other settings where policies exhibit both extensive and intensive margins.     

Expectation,motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses

Residential field courses are important and should be designed and delivered to maximize their value to students, staff and institutions. In this context, we use a novel approach involving analysis of the daily affective and conative reflections of students immersed in the field course experience to better understand student engagement with fieldwork. We show that students base their field course choice on a range of factors (costs and benefits) and that these choices subsequently influence student expectations and motivation to engage with fieldwork. We also show that the motivation of students to engage with fieldwork-based learning varies from person to person and from day to day. Our findings suggest that having a more nuanced understanding of the decisions students make when deciding which field course to enrol upon would enhance our ability to design attractive, accessible and useful field courses; that having an awareness of the expectations of students around field courses would enable us to better prepare them to undertake them; and that students are more motivated when they are afforded an opportunity to work independently and perceive themselves to have ownership of their learning.