The Indian government has a proposal, called the “One Nation, One Subscription” plan, to buy bulk subscriptions of the world’s most important scientific journals and provide them free to everyone in India. Given the porousness of the internet, and the widespread availability of VPN services, general worldwide access is likely to result. Sci-Hub, based in Russia, already offers open access to many scientific publications.
But why stop there? Rather than just reproducing published articles, the publication process could be opened up altogether.
And the key part:
The biggest problem for an open-access regime is how to ensure good refereeing, which if done correctly raises the quality of academic papers. Under the current system, editors decide which papers get refereed, and they choose the identities of the referees. Those same referees are underpaid and underincentivized, and often do a poor or indifferent job.
Many of the original papers on mRNA vaccines, for example, were rejected numerous times by academic journals, hardly a ringing endorsement of the status quo. More generally, since publication is currently a yes/no decision, the refereeing system creates incentives to avoid criticism and play it safe, rather than to strike out with bold new ideas and risk rejection.
Under my alternative vision, research scientists would be told to publish one-third less and devote the extra time to volunteer refereeing of what they consider to be the most important online postings. That refereeing, which would not be anonymous, would be considered as a significant part of their research contribution for tenure and promotion. Professional associations, foundations and universities could set up prizes for the top referees, who might be able to get tenure just by being great at adding value to other people’s work. If the lack of anonymity bothers you, keep in mind that book reviews are already a key determinant for tenure in many fields, such as the humanities, and they are not typically anonymous.
Freer entry yes, open access yes, but also more refereeing.
That is a new paper by Kevin D. Hoover and Andrej Svorenčík:
The leadership structure of the American Economics Association is documented using a biographical database covering every officer and losing candidate for AEA offices from 1950 to 2019. The analysis focuses on institutional affiliations by education and employment. The structure is strongly hierarchical. A few institutions dominate the leadership, and their dominance has become markedly stronger over time. Broadly two types of explanations are explored: that institutional dominance is based on academic merit or that it based on self-perpetuating privilege. Network effects that might explain the dynamic of increasing concentration are also investigated.
I wonder how the AEA budget will hold up now that interviews can be done by Zoom and meeting attendance is not required.
Via the excellent Kevin Lewis.
Putting things into some perspective, Geanakoplos also said that the $250 million Yale lost as a result of COVID-19 represents one day’s average fluctuation in the value of the endowment. The salary freeze that accompanied the hiring freeze, meanwhile, saved the Faculty of Arts and Sciences $5 million.
Geanakoplos, for instance, said at an October Senate meeting, “I hope the Yale administration will listen to the science of financial crises and take the right calculated risk to deal with the COVID financial crisis.”
Yale, he continued, is “unlikely in the next 50 years to have so good an opportunity to make progress in faculty excellence and diversity as it has right now.” Many peer institutions, especially public ones, continue to face the financial fallout of COVID-19, and so Yale’s “opportunity is now huge,” Geanakoplos urged. “Seize it … Seeing an opportunity while having the money at the same time is truly extraordinary.”
Here is the full story, via Mike.
Here is the summary:
On this special year-in-review episode, producer Jeff Holmes sat down with Tyler to talk about the most popular — and most underrated — episodes, Tyler’s personal highlight of the year, how well state capacity libertarianism has fared, a new food rule for ordering well during the pandemic, how his production function changed this year, why he got sick of pickles, when he thinks the next face-to-face recording will be, the first thing he’ll do post vaccine, an update on his next book, and more.
Here is the full dialogue, with audio and transcript, here is one short excerpt:
I think the downside of state capacity libertarianism is simply realizing there are some very nice features to not being surveilled all the time, as they do in China. When I said a moment ago that the United States is not very good at trace, though it’s good at innovating — if you had stronger state capacity, presumably you should worry more about state surveillance, and I do. That, to me, is the best case against state capacity libertarianism as I envision it.
Even though having a good trace regime would have been fine in this instance, I’m not sure it would have been a good precedent.
I also tell you what I thought of the guests we had on for the year, and also which episode had the most downloads. Self-recommended.
And if you have enjoyed this year in Conversations, please consider donating here before the end of the year. Thank you!
I will be doing a Conversation with him. Just in case you don’t know him, here is basic information about his work. So what should I ask?
The COVID-19 pandemic has reignited interest in responses to the 1918-19 influenza pandemic, the last comparable U.S. public health emergency. During both pandemics, many state and local governments made the controversial decision to close schools. We study the short- and long-run effects of 1918-19 pandemic-related school closures on children. We find precise null effects of school closures in 1918 on school attendance in 1919-20 using newly collected data on the exact timing of school closures for 168 cities in 1918-19. Linking affected children to their adult outcomes in the 1940 census, we also find precise null effects of school closures on adult educational attainment, wage income, non-wage income, and hours worked in 1940. Our results are not inconsistent with an emerging literature that finds negative short-run effects of COVID-19-related school closures on learning. The situation in 1918 was starkly different from today: (1) schools closed in 1918 for many fewer days on average, (2) the 1918 virus was much deadlier to young adults and children, boosting absenteeism even in schools that stayed open, and (3) the lack of effective remote learning platforms in 1918 may have reduced the scope for school closures to increase socioeconomic inequality.
That is from a new paper by Philipp Ager, Katherine Eriksson, Ezra Karger, Peter Nencka, and Melissa A. Thompson. This is very good and important work, though you will find some Denkfehler in the second half of the abstract, namely confusing short- and long-run (is it so appalling to consider that “school” isn’t always “useful learning” over a 20-year time horizon?) and confusing inequality with absolute performance. Those are simple points people, you are being misled by your ideology.
Many professors at universities routinely quizzed their students too, although not as commonly as faculty at smaller colleges did. [In 1910]…a questionnaire of University of Chicago faculty revealed that 25 of 122 replying professors gave some kind of quiz each day; 31 gave them each week, and 10 others did so every other week. The following year, in 1911, a survey of 188 economics professors around the country showed that 171 of them employed “oral quizzes” in class; only 60 of them used written tests. Surveying undergraduates alongside faculty, the 1910 University of Chicago survey found that four of five students favored written tests over oral ones.
That is from Jonathan Zimmerman’s quite interesting The Amateur Hour: A History of College Teaching in America.
From Andreas Fagereng, Magne Mogstad, and Marte Rønning
Abstract: We show that family background matters significantly for children’s accumulation of wealth and investor behavior as adults, even when removing the genetic connection between children and the parents raising them. The analysis is made possible by linking Korean-born children who were adopted at infancy by Norwegian parents to a population panel data set with detailed information on wealth and socio-economic characteristics. The mechanism by which these Korean-Norwegian adoptees were assigned to adoptive families is known and effectively random. This mechanism allows us to estimate the causal effects from an adoptee being raised in one type of family versus another.
Here is a (possibly gated) link.
Following an FBI investigation this summer, more than 1,000 researchers who had hidden their affiliation with the Chinese military fled the United States, the Justice Department said Wednesday.
Here is the full story.
Our colleague, the great Walter Williams, died on Tuesday shortly after teaching his last class–which is exactly how he would have wanted to go. He was 84 and had been teaching at George Mason since 1980. As Don Boudreaux writes in the WSJ:
For 40 years Walter was the heart and soul of George Mason’s unique Department of Economics. Our department unapologetically resists the trend of teaching economics as if it’s a guide for social engineers. This resistance reflects Walter’s commitment to liberal individualism and his belief that ordinary men and women deserve, as his friend Thomas Sowell puts it, “elbow room for themselves and a refuge from the rampaging presumptions of their ‘betters.’ ”
Walter taught UCLA-Chicago price theory to multiple generations of George Mason students. His students loved him. He secured funding for me when I was a student, for which I have always been grateful. You can find many of his graduate exam questions here. They are tough!
Walter led a remarkable life recounted in his autobiography, Up From the Projects. He was arrested for disorderly conduct several times and drafted into the army. He was later court-martialed but, acting as his own attorney, he wins his case. He’s sent to Korea and when asked to fill in a form stating his race he writes Caucasian because the Negros got all the worst jobs. He tells his commanding officer that he has pledged to defend the constitution against all enemies foreign and domestic and that he, the commanding officer, is a domestic enemy of the constitution. He writes to complain to President John F. Kennedy. The army gives him an honorable discharge. His wife, Connie, helps him to become more mannerly. It was only when he discovered economics, however, that he learned to combine trouble-making with discipline. He was interviewed a few years ago on these themes by Jason Riley for the WSJ:
“I was more than anything a radical,” says Mr. Williams. “I was more sympathetic to Malcolm X than Martin Luther King because Malcolm X was more of a radical who was willing to confront discrimination in ways that I thought it should be confronted, including perhaps the use of violence.
“But I really just wanted to be left alone. I thought some laws, like minimum-wage laws, helped poor people and poor black people and protected workers from exploitation. I thought they were a good thing until I was pressed by professors to look at the evidence.”
During his junior year at California State College in Los Angeles, Mr. Williams switched his major from sociology to economics after reading W.E.B. Du Bois’s “Black Reconstruction in America,” a Marxist take on the South’s transformation after the Civil War that will never be confused with “The Wealth of Nations.” Even so, the book taught him that “black people cannot make great progress until they understand the economic system, until they know something about economics.”
He earned his doctorate in 1972 from UCLA, which had one of the top economics departments in the country, and he says he “probably became a libertarian through exposure to tough-mined professors” — James Buchanan, Armen Alchian, Milton Friedman — “who encouraged me to think with my brain instead of my heart. I learned that you have to evaluate the effects of public policy as opposed to intentions.”
Walter was never politically correct. He once demanded that our Dean do something about the lack of representation of Asian-Americans on the GMU basketball team. He enjoyed his iconoclasm but his provocations were designed to get people to stop and think not to offend. It’s not clear that this is possible anymore.
Walter was a brilliant communicator. GMU Econ Chair Daniel Houser noted:
That Walter is so beloved by legions of non-economists speaks not to his dumbing down of economics in order to attain popularity. Instead, it speaks to his unusual mastery of economics to make it accessible and relevant to ordinary men and women.”
Walter was always his own person, perhaps best reflected in this interview with Nick Gillespie.
Gillespie: Let’s talk a little bit about the broad-based libertarian movement. Do you feel that you are part of a libertarian movement?
Williams: No, I don’t.
Gillespie: So, what are you then?
Williams: I am not a part of a movement. I have never been part of a movement, I just do my own thing.
I miss him already. There is no replacement. Here is Suffer No Fools, an excellent video-biography of the great Walter Williams.
We document that since 1997, the rate of startup formation has precipitously declined for firms operated by U.S. PhD recipients in science and engineering. These are supposedly the source of some of our best new technological and business opportunities. We link this to an increasing burden of knowledge by documenting a long-term earnings decline by founders, especially less experienced founders, greater work complexity in R&D, and more administrative work. The results suggest that established firms are better positioned to cope with the increasing burden of knowledge, in particular through the design of knowledge hierarchies, explaining why new firm entry has declined for high-tech, high-opportunity startups.
Alex has had numerous posts on Modern Principles, but here is my two cents. A textbook, as the name indicates, is a book. It has to be conceived of as a book, and thought of as a book, and written as a book, and ideally it should be read as a book. There are many other textbooks out there, and I do not wish to name names, but consider the following question. Which are the authors who really love books? Who spend their lives reading books? And indeed writing books. And who spend their lives studying what makes books good or bad? Who view books as truly essential to their overall output?
An ancillary question to ask is who are the authors who are truly dedicated to video, and to on-line communication more generally, as an independent outlet for their efforts and creativity?
Here is information on our new fifth edition, better than ever. Because we love books.
I’ve been teaching hundreds of students the principles of economics using Modern Principles of Economics and its online course management system and the response has been excellent. Most students like the class but what always surprises me is that some students like the online class better than any other class they have ever taken. A good lesson about different learning styles. Some reviews:
- I wanted to say thank you for the way you teach your class. I just started it and it is way better than I expected. The videos you made are why I’m thanking you. In high school I would always have to go home and watch videos explaining what the teacher taught us….your class is already the best class I have taken in my life because it fits the way I learn. I’ve never really written an email like this so forgive me if it breaks the usual business casual email approach. Thank you again!
- I am a student a George Mason…I would like to say that these classes are the best online classes I have taken and wish all my classes would be like this! Especially with Mason being mostly online and all of my classes being online this semester, I think that this class’s design should be an outline for other online classes. The videos themselves are very well edited and can be fun to watch! Instead of just watching a PowerPoint online and taking notes, being able to see the professor speak, while incorporating graphs, and even animations makes the class much more enjoyable, and in my case easier to absorb. Another aspect I wish all online classes did is giving quizzes along with the videos to check information learned. Speaking from my experience in your previous class the “Learning Curve” and other pre-test activities did wonders for me when preparing for chapter tests and exams. Overall, these classes are a great experience and I look forward to this semester in Econ 104! As a little side note, my favorite videos/lessons from last semester where the ones where you and Professor Cowen would debate over subjects learned in class. It gave useful insight and thinking to both sides of the argument.
- I really liked how it was set up with the videos. As someone who has diagnosed ADHD, this type of online class, and class in general has made it so much easier for me to constantly go back on videos to hear what the professors were saying and trying to teach us. Honestly best class experience I’ve ever had, and I wish more were like it.
- Prof. Tabarrok’s videos that accompanied our course material were of high quality. Even though this was a distance learning course, I felt that I got an in depth lecture for each section of the course. I did not feel that I was left to read the book myself; it was like I had great in-person lecture that I could re watch again and again.
- Since this is an online course, I expected it to be very short cut and not interactive. This course was the total opposite. Being able to watch videos about professors genuinely teaching economics and answering questions while following the video was so helpful.The aspects of the course allowed me to connect with different imperative issues & solutions across the world.