<?xml version="1.0" encoding="utf-8" standalone="yes"?><rss version="2.0" xmlns:atom="http://www.w3.org/2005/Atom"><channel><title>Resources | ECON3500: Econometrics and Applications</title><link>https://econ3500s26.netlify.app/bonus/</link><atom:link href="https://econ3500s26.netlify.app/bonus/index.xml" rel="self" type="application/rss+xml"/><description>Resources</description><generator>Source Themes Academic (https://sourcethemes.com/academic/)</generator><language>en-us</language><lastBuildDate>Thu, 20 Aug 2020 00:00:00 +0000</lastBuildDate><image><url>https://econ3500s26.netlify.app/media/social-image.png</url><title>Resources</title><link>https://econ3500s26.netlify.app/bonus/</link></image><item><title>Flex points and extra credit</title><link>https://econ3500s26.netlify.app/bonus/extra-credit/</link><pubDate>Fri, 06 Mar 2026 00:00:00 +0000</pubDate><guid>https://econ3500s26.netlify.app/bonus/extra-credit/</guid><description>&lt;h1 id="extra-credit">Extra credit&lt;/h1>
&lt;p>As we&amp;rsquo;ve discussed in class, you earn up to &lt;strong>two extra credit points&lt;/strong> on your final grade. These are added directly to your final course percentage.&lt;/p>
&lt;h2 id="working-sessions">Working sessions&lt;/h2>
&lt;p>Attending working sessions with Rae is the primary way to earn flex points. You need to attend &lt;strong>8 sessions&lt;/strong> (out of the total offered) to receive full credit for this component. &lt;strong>Note that this is a reduction from the previous requirement.&lt;/strong>&lt;/p>
&lt;p>The formula is: $\min\left(\frac{\text{sessions attended}}{8} \times 2,\ 1\right)$&lt;/p>
&lt;h2 id="research-paper-extra-credit">Research paper extra credit&lt;/h2>
&lt;p>There are two additional extra credit opportunities tied to your research paper to encourage you to explore new tools (LaTeX!) and data practices (replicability!)&lt;/p>
&lt;ol>
&lt;li>
&lt;p>&lt;strong>LaTeX&lt;/strong>: If your final paper and tables are written and formatted in LaTeX, you are eligible for up to 1 point.&lt;/p>
&lt;/li>
&lt;li>
&lt;p>&lt;strong>&amp;ldquo;Push-button&amp;rdquo; replication&lt;/strong>: If I can open one master do-file, run it, and it produces all of your tables with minimal effort and no changes on my end, you are eligible for up to 1 additional point. The amount depends on how cleanly and completely the replication runs.&lt;/p>
&lt;/li>
&lt;/ol>
&lt;p>Rae and I are both happy to help with LaTeX and replication workflow questions. For either and both, I consider AI use acceptable, provided that you disclose that use clearly in your AI attribution statement.&lt;/p>
&lt;p>If some of this does not make much sense yet, that is fine — it will likely be more relevant in April when you are closer to the final paper. You are welcome to reach out now or later in the semester.&lt;/p>
&lt;h2 id="maximum">Maximum&lt;/h2>
&lt;p>The maximum across all activities is &lt;strong>2 points total&lt;/strong>.&lt;/p></description></item><item><title>General problems you could face this semester</title><link>https://econ3500s26.netlify.app/bonus/ihaveproblems/</link><pubDate>Tue, 06 Jan 2026 00:00:00 +0000</pubDate><guid>https://econ3500s26.netlify.app/bonus/ihaveproblems/</guid><description>&lt;p>Sometimes you get sick. Or awful things happen. You’re not alone, and UVM has support for you.^[I collaborated on this guide with UVM English professors Holly Painter and Susanmarie Harrington. This stuff is generally true for all of your classes. Everyone here wants you to succeed.]&lt;/p>
&lt;h1 id="problems">Problems&lt;/h1>
&lt;h2 id="health-family-and-friends">Health, family, and friends&lt;/h2>
&lt;h3 id="im-not-feeling-well">I’m not feeling well&lt;/h3>
&lt;p>Stay home! Rest. Help your body help you.&lt;/p>
&lt;p>In the meantime, you can complete a
&lt;a href="https://forms.office.com/pages/responsepage.aspx?id=WHcXHGtN3EOq6zucQlYpZ5YlvVi7m2FOggf-Zh_-E_RUMDcyT0paSlo0SkkwS0hMUFpHSjY1QlhLMyQlQCN0PWcu&amp;amp;route=shorturl" target="_blank" rel="noopener">Short-Term Acute Illness Form&lt;/a>. This will alert Student Services about what&amp;rsquo;s going on, and they will reach out to all your professors at once. Then, your professors can make accommodations to help you. You can reach out to me directly as well or wait for the form to go through..&lt;/p>
&lt;p>You can also schedule an appointment at
&lt;a href="https://www.uvm.edu/health/" target="_blank" rel="noopener">Student Health Services&lt;/a> (802-656-3350).&lt;/p>
&lt;h3 id="something-big-is-wrong---i-have-a-serious-illness-or-injury">Something big is wrong - I have a serious illness or injury&lt;/h3>
&lt;p>If your health problem goes beyond &amp;ldquo;short-term acute illness,&amp;rdquo; please reach out to
&lt;a href="#studentservices">Student Services&lt;/a> at your college. They will help you! It is their job.&lt;/p>
&lt;h3 id="im-experiencing-a-family-emergency">I’m experiencing a family emergency&lt;/h3>
&lt;p>Same as above. Reach out to your college’s
&lt;a href="#studentservices">Student Services&lt;/a> office. They’re here to help you.&lt;/p>
&lt;h3 id="im-struggling-with-my-mental-health">I’m struggling with my mental health&lt;/h3>
&lt;p>Mental health problems are health problems. If you&amp;rsquo;re struggling and your mental health is affecting your school performance, your college’s
&lt;a href="#studentservices">Student Services&lt;/a> office can help you arrange accommodations with your professors. This is very common!&lt;/p>
&lt;p>Please consider reaching out to
&lt;a href="https://www.uvm.edu/health" target="_blank" rel="noopener">Counseling and Psychiatry Services (CAPS)&lt;/a> (802-656-3340). They are free and confidential, though there may be a wait for the first appointment. If you need a same-day appointment, tell them, and they will help you right away.&lt;/p>
&lt;h3 id="im-experiencing-foodhousing-insecurity">I’m experiencing food/housing insecurity&lt;/h3>
&lt;p>If you are facing problems securing food or housing, I strongly encourage you to contact your college’s
&lt;a href="#studentservices">Student Services&lt;/a> office. You can also talk to me if you feel comfortable. UVM also has
&lt;a href="https://www.uvm.edu/health/food-insecurity-uvm" target="_blank" rel="noopener">several initiatives&lt;/a> to help with food insecurity. This includes the Rally Cat Cupboard on the first floor of the Davis Center.&lt;/p>
&lt;h3 id="im-worried-about-a-friend">I’m worried about a friend&lt;/h3>
&lt;p>Call the
&lt;a href="https://www.uvm.edu/deanofstudents" target="_blank" rel="noopener">Dean of Students Office&lt;/a> (802-656-3380). If you’d like to stay anonymous, you can submit a
&lt;a href="https://www.uvm.edu/deanofstudents/student_advocacy/care_form" target="_blank" rel="noopener">C.A.R.E. form online&lt;/a> and the C.A.R.E. team will follow up with your friend. If it’s an emergency, call 911 off campus or 802-656-3473 on campus.&lt;/p>
&lt;h2 id="someone-has-discriminated-against-me-or-harassed-me-because-of-my-identity">Someone has discriminated against me or harassed me because of my identity&lt;/h2>
&lt;p>This is not okay, and it’s a violation of UVM policy. You can
&lt;a href="https://cm.maxient.com/reportingform.php?UnivofVermont&amp;amp;layout_id=35" target="_blank" rel="noopener">file a
report&lt;/a>,
which will be investigated by the Office of Equal Opportunity.&lt;/p>
&lt;h2 id="ive-witnessed-a-crime-or-im-being-threatened">I’ve witnessed a crime or I’m being threatened&lt;/h2>
&lt;p>If there is a crime in progress or an emergency situation, call 911 or UVM Police Services at 802-656-3473. To report a crime after the fact,
use the
&lt;a href="https://www.uvm.edu/dsc/catsafe" target="_blank" rel="noopener">CATSafe app&lt;/a> or
&lt;a href="https://forms.office.com/pages/responsepage.aspx?id=WHcXHGtN3EOq6zucQlYpZ-G8bUjYdfdBoog7_xbTVPJUNEtMNkhVMlBITDk1VzY4SEQ4Q1k4MlZIUC4u&amp;amp;route=shorturl" target="_blank" rel="noopener">this form**&lt;/a>.
Refer to
&lt;a href="https://www.uvm.edu/dsc/threat-recognition-and-reporting" target="_blank" rel="noopener">this webpage&lt;/a> for information about reporting threats.&lt;/p>
&lt;h2 id="someone-has-sexually-assaulted-or-harassed-me">Someone has sexually assaulted or harassed me&lt;/h2>
&lt;p>This is not your fault, and there is help available to you in the coming days, weeks, and months.
UVM’s physical and mental health resources are coordinated through the
&lt;a href="https://www.uvm.edu/health" target="_blank" rel="noopener">Center for Health &amp;amp; Wellbeing&lt;/a>. You can get completely confidential help through
&lt;a href="https://hopeworksvt.org/" target="_blank" rel="noopener">Hope Works&lt;/a> (call 802-863-1236 or visit their
&lt;a href="https://hopeworksvt.org/" target="_blank" rel="noopener">website&lt;/a> to contact an advocate or therapist, or their 24-hour chat line).&lt;/p>
&lt;p>You don’t need to report assault or harassment to access medical or support services, but if you decide to report it, you can do so anytime. To file a criminal report, contact
&lt;a href="https://www.uvm.edu/police" target="_blank" rel="noopener">UVM Police&lt;/a> (802-656-3473). To start an internal (non-criminal) investigation of harassment, use this
&lt;a href="https://cm.maxient.com/reportingform.php?UnivofVermont&amp;amp;layout_id=35" target="_blank" rel="noopener">form&lt;/a>.&lt;/p>
&lt;p>Please note that most UVM faculty and staff (professors, advisors, Res Life staff, student employee supervisors, etc.) are mandated reporters, meaning that, if you write about or tell us about a sexual assault or sexual harassment, we’re &lt;strong>required&lt;/strong> to report it to UVM’s Title IX Coordinator. (This is not the case for
&lt;a href="https://hopeworksvt.org/" target="_blank" rel="noopener">Hope Works&lt;/a>.) But you never need to disclose details about assault or harassment in order to ask questions about how to get support.&lt;/p>
&lt;h2 id="im-falling-behind-academically">I’m falling behind academically&lt;/h2>
&lt;p>Come to office hours or e-mail me so we can find a time to talk!&lt;/p>
&lt;!-- The Tutoring Center offers free tutoring in learning skills, subject area tutoring, and supplemental instruction. -->
&lt;p>The
&lt;a href="https://www.uvm.edu/undergradwriting" target="_blank" rel="noopener">Undergraduate Writing Center provides&lt;/a> free writing support and feedback at any point in the writing process for any class and any type of assignment.&lt;/p>
&lt;p>The books and research databases at
&lt;a href="http://library.uvm.edu/" target="_blank" rel="noopener">Howe Library&lt;/a> are invaluable resources. If you need research help in any course,
&lt;a href="https://libraries.uvm.edu/services/research-support" target="_blank" rel="noopener">UVM research librarians&lt;/a> are at the ready.&lt;/p>
&lt;p>If you have a documented disability and you’re interested in utilizing accommodations, contact
&lt;a href="https://www.uvm.edu/academicsuccess/student_accessibility_services" target="_blank" rel="noopener">Student Accessibility Services&lt;/a>. You’re also strongly encouraged to discuss with your professors the accommodations you plan to use in each course.&lt;/p>
&lt;h2 id="my-computer-is-broken">My computer is broken&lt;/h2>
&lt;p>UVM’s
&lt;a href="https://www.uvm.edu/it/help-and-support" target="_blank" rel="noopener">Enterprise Technology Services&lt;/a> offers free software support and can also do (not-free) repairs on Apple and Dell computers. Off-campus,
&lt;a href="https://smalldog.com/pages/service" target="_blank" rel="noopener">Small Dog Electronics&lt;/a> does repairs on PCs, Macs, iPhones, and iPads.&lt;/p>
&lt;h1 id="studentservices" class="unnumbered">Student Services&lt;/h1>
&lt;p>For many of these situations, your first contact will be Student Services in your college:&lt;/p>
&lt;table>
&lt;thead>
&lt;tr>
&lt;th>&lt;/th>
&lt;th>&lt;/th>
&lt;/tr>
&lt;/thead>
&lt;tbody>
&lt;tr>
&lt;td>
&lt;a href="https://www.uvm.edu/cals/student-services" target="_blank" rel="noopener">CALS (Agriculture &amp;amp; Life Sciences)&lt;/a> &lt;br>email:
&lt;a href="mailto:calsstudentservices@uvm.edu">calsstudentservices@uvm.edu&lt;/a>&lt;/td>
&lt;td>
&lt;a href="https://www.uvm.edu/cas/student-services" target="_blank" rel="noopener">CAS (Arts &amp;amp; Sciences)&lt;/a> &lt;br> email:
&lt;a href="mailto:cas@uvm.edu">cas@uvm.edu&lt;/a>&lt;/td>
&lt;/tr>
&lt;tr>
&lt;td>
&lt;a href="https://www.uvm.edu/cems/cems-student-services" target="_blank" rel="noopener">CEMS (Engineering &amp;amp; Mathematical Sciences)&lt;/a> &lt;br> email:
&lt;a href="mailto:cems.student.services@uvm.edu">cems.student.services@uvm.edu&lt;/a>&lt;/td>
&lt;td>
&lt;a href="https://www.uvm.edu/cess/cess-undergraduate-student-services" target="_blank" rel="noopener">CESS (Education &amp;amp; Social Services)&lt;/a> &lt;br> email:
&lt;a href="mailto:cessstsv@uvm.edu">cessstsv@uvm.edu&lt;/a>&lt;/td>
&lt;/tr>
&lt;tr>
&lt;td>
&lt;a href="https://www.uvm.edu/cnhs/advising" target="_blank" rel="noopener">CNHS (Nursing &amp;amp; Health Sciences)&lt;/a> &lt;br> email:
&lt;a href="mailto:cnhs@uvm.edu">cnhs@uvm.edu&lt;/a>&lt;/td>
&lt;td>
&lt;a href="https://www.uvm.edu/rsenr/student-services" target="_blank" rel="noopener">Rubenstein (Environment / Nat. Resources)&lt;/a> &lt;br> email:
&lt;a href="mailto:marie.vea@uvm.edu">marie.vea@uvm.edu&lt;/a> (Asst. Dean)&lt;/td>
&lt;/tr>
&lt;tr>
&lt;td>
&lt;a href="https://www.uvm.edu/business/center-student-success" target="_blank" rel="noopener">Grossman (Business)&lt;/a> &lt;br> email:
&lt;a href="mailto:gsbcss@uvm.edu">gsbcss@uvm.edu&lt;/a>&lt;/td>
&lt;td>&lt;/td>
&lt;/tr>
&lt;/tbody>
&lt;/table></description></item><item><title>General resources</title><link>https://econ3500s26.netlify.app/bonus/general-resources/</link><pubDate>Sat, 12 Sep 2020 00:00:00 +0000</pubDate><guid>https://econ3500s26.netlify.app/bonus/general-resources/</guid><description>&lt;p>
&lt;a href="https://www.princeton.edu/~mwatson/Stock-Watson_3u/Students/Stock-Watson-Student-Resources.htm" target="_blank" rel="noopener">Stock and Watson Student Resources&lt;/a> (note that some links are bad)&lt;/p>
&lt;ul>
&lt;li>
&lt;a href="https://www.princeton.edu/~mwatson/Stock-Watson_3u/Students/ExerciseSolutions/" target="_blank" rel="noopener">Solutions to odd-numbered exercises&lt;/a>&lt;/li>
&lt;/ul>
&lt;p>
&lt;a href="../AppendixTable1_rev.pdf">Standard Normal Distribution Probability Table&lt;/a>&lt;/p></description></item><item><title>Stata Resources</title><link>https://econ3500s26.netlify.app/bonus/stata-resources/</link><pubDate>Tue, 01 Sep 2020 00:00:00 +0000</pubDate><guid>https://econ3500s26.netlify.app/bonus/stata-resources/</guid><description>&lt;h2 id="stata-resources">Stata Resources&lt;/h2>
&lt;p>Looking for more examples? Check out these
&lt;a href="https://geocenter.github.io/StataTraining/portfolio/01_resource/" target="_blank" rel="noopener">&lt;strong>Stata Cheat Sheets&lt;/strong>&lt;/a>&lt;/p>
&lt;p>Our Stata labs will get you started with Stata, but at some point you&amp;rsquo;ll want to do something we didn&amp;rsquo;t explicitly cover. You might also want to get a second pass on key concepts. Fortunately, there are &lt;strong>lots&lt;/strong> of resources on the internet to help you with Stata! Here are some of the best.&lt;/p>
&lt;ul>
&lt;li>
&lt;p>
&lt;a href="https://www.stata.com/links/video-tutorials/" target="_blank" rel="noopener">Stata Corp Video Tutorials&lt;/a> - Videos! There are a &lt;em>lot&lt;/em> of videos, but don&amp;rsquo;t be deterred.&lt;/p>
&lt;p>I&amp;rsquo;d start here:&lt;/p>
&lt;div style="position: relative; padding-bottom: 56.25%; height: 0; overflow: hidden;">
&lt;iframe src="https://www.youtube.com/embed/EhqzAzr5ThI" style="position: absolute; top: 0; left: 0; width: 100%; height: 100%; border:0;" allowfullscreen title="YouTube Video">&lt;/iframe>
&lt;/div>
&lt;/li>
&lt;li>
&lt;p>
&lt;a href="https://stats.idre.ucla.edu/stata/modules/" target="_blank" rel="noopener">UCLA Stata Learning Modules&lt;/a> - Text walkthroughs of key commands and processes.&lt;/p>
&lt;/li>
&lt;/ul>
&lt;figure >
&lt;a data-fancybox="" href="https://econ3500s26.netlify.app/media/ucla-stata.png" >
&lt;img src="https://econ3500s26.netlify.app/media/ucla-stata.png" alt="" >
&lt;/a>
&lt;/figure>
&lt;ul>
&lt;li>
&lt;a href="https://ssc.wisc.edu/sscc/pubs/intro_stata/intro_stata1.htm" target="_blank" rel="noopener">SSCC Introduction to Stata&lt;/a> - Video + text walkthrough introduction&lt;/li>
&lt;/ul>
&lt;figure >
&lt;a data-fancybox="" href="https://econ3500s26.netlify.app/media/sscc-stata-intro.png" >
&lt;img src="https://econ3500s26.netlify.app/media/sscc-stata-intro.png" alt="" >
&lt;/a>
&lt;/figure>
&lt;ul>
&lt;li>
&lt;p>
&lt;a href="https://ssc.wisc.edu/sscc/pubs/dws/data_wrangling_stata1.htm" target="_blank" rel="noopener">SSCC Data Wrangling with Stata&lt;/a> - Video + text walkthrough, part II!
&lt;figure >
&lt;a data-fancybox="" href="https://econ3500s26.netlify.app/media/sscc-stata-data.png" >
&lt;img src="https://econ3500s26.netlify.app/media/sscc-stata-data.png" alt="" >
&lt;/a>
&lt;/figure>
&lt;/p>
&lt;/li>
&lt;li>
&lt;p>
&lt;a href="https://www.princeton.edu/~mwatson/Stock-Watson_4E/Stock-Watson-Resources-4e.html" target="_blank" rel="noopener">Stock and Watson Stata 14 Tutorial&lt;/a> (At bottom of page)&lt;/p>
&lt;/li>
&lt;/ul>
&lt;h2 id="general-resources">General Resources&lt;/h2>
&lt;ul>
&lt;li>
&lt;a href="https://lost-stats.github.io/" target="_blank" rel="noopener">Library of Statistical Techniques (LOST)&lt;/a> - Start with what you want to do and you&amp;rsquo;ll find walkthroughs in Stata and R!&lt;/li>
&lt;li>Masayuki Kudamatsu&amp;rsquo;s
&lt;a href="https://sites.google.com/site/mkudamatsu/stata" target="_blank" rel="noopener">Compendium of Stata advice&lt;/a>&lt;/li>
&lt;li>
&lt;a href="https://web.stanford.edu/~gentzkow/research/CodeAndData.pdf" target="_blank" rel="noopener">Code and Data for the Social Sciences: A Practitioner&amp;rsquo;s Guide&lt;/a>: Matthew Gentzkow and Jesse Shapiro&lt;/li>
&lt;/ul>
&lt;p>&lt;em>If you come across something else, let me know and I&amp;rsquo;ll pass along the recommendation!&lt;/em>&lt;/p>
&lt;h2 id="how-do-i-">How do I &amp;hellip;&lt;/h2>
&lt;h3 id="work-with-do-files">Work with do-files?&lt;/h3>
&lt;iframe width="560" height="315" src="https://www.youtube.com/embed/17TRloq237M" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen>&lt;/iframe>
&lt;iframe width="560" height="315" src="https://www.youtube.com/embed/3hlTtlR-_a8" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen>&lt;/iframe>
&lt;h3 id="work-with-log-files">Work with log files?&lt;/h3>
&lt;iframe width="560" height="315" src="https://www.youtube.com/embed/17TRloq237M?start=196" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen>&lt;/iframe></description></item><item><title>Research paper data sets</title><link>https://econ3500s26.netlify.app/bonus/rp-datasets/</link><pubDate>Thu, 20 Aug 2020 00:00:00 +0000</pubDate><guid>https://econ3500s26.netlify.app/bonus/rp-datasets/</guid><description>&lt;h2 id="data-sets">Data sets&lt;/h2>
&lt;h3 id="great-data-sets">Great data sets&lt;/h3>
&lt;ul>
&lt;li>
&lt;p>
&lt;a href="www.ipums.org">IPUMS&lt;/a>: The Minnesota Population Center (MPC) has put together well-documented, free
microdata datasets available for the public. You need to fill out a brief form and wait up to 24 hours to get access&lt;/p>
&lt;ul>
&lt;li>IPUMS - USA: US Census data (1950-present, decennial)&lt;/li>
&lt;li>IPUMS - CPS: Current Population Survey (1962-present, annual
(sometimes monthly)) - data on wages, work, and other special
topics&lt;/li>
&lt;li>IPUMS - International: International Census data from nearly 80
countries&lt;/li>
&lt;li>ATUS: American Time Use Survey (2003-present, annual)&lt;/li>
&lt;li>IDHS: Integrated Demographic and Health Series (18 countries,
1980s-present)&lt;/li>
&lt;li>IHIS: Integrated Health Interview Series (US, annual,
1960s-present)&lt;/li>
&lt;li>NAPP: North Atlantic Population Project (complete count Census
data from 1800s, select countries)&lt;/li>
&lt;/ul>
&lt;/li>
&lt;li>
&lt;p>
&lt;a href="http://gss.norc.org/" target="_blank" rel="noopener">General Social Survey&lt;/a> - Annual
survey of US residents' attitudes towards a variety of social
issues, plus demographic characteristics. You can do state-level
comparisons with this data.&lt;/p>
&lt;/li>
&lt;li>
&lt;p>
&lt;a href="http://www.worldvaluessurvey.org/wvs.jsp" target="_blank" rel="noopener">World Values Survey&lt;/a>&lt;/p>
&lt;/li>
&lt;/ul>
&lt;h3 id="sets-of-data-sets">Sets of data sets&lt;/h3>
&lt;ul>
&lt;li>
&lt;a href="http://icpsr.umich.edu%3e" target="_blank" rel="noopener">ICPSR&lt;/a>: Source of wide range of data sets,
some very obscure! Well documented. UVM is a member institution of
ICPSR, so you should have full access to this resource.&lt;/li>
&lt;li>
&lt;a href="https://datasetsearch.research.google.com/" target="_blank" rel="noopener">Google dataset search&lt;/a> - searchable archive of of publicly accessible datasets&lt;/li>
&lt;li>
&lt;a href="http://us-cities.survey.okfn.org/" target="_blank" rel="noopener">U.S. City Open Census Data&lt;/a>&lt;/li>
&lt;li>Data is plural
&lt;a href="https://docs.google.com/spreadsheets/d/1wZhPLMCHKJvwOkP4juclhjFgqIY8fQFMemwKL2c64vk/edit#gid=0" target="_blank" rel="noopener">archive&lt;/a> - from
&lt;a href="https://twitter.com/jsvine" target="_blank" rel="noopener">Jeremey Singer-Vine&lt;/a>, who runs a free
&lt;a href="https://tinyletter.com/data-is-plural/" target="_blank" rel="noopener">weekly newsletter&lt;/a> all about neat data.&lt;/li>
&lt;li>
&lt;a href="https://dash.harvard.edu/bitstream/handle/1/13576366/development_datasets.pdf?sequence=1&amp;amp;isAllowed=y" target="_blank" rel="noopener">Development economics datasets&lt;/a> - from Plamen Nikolov&lt;/li>
&lt;li>Erik Gahner&amp;rsquo;s
&lt;a href="https://github.com/erikgahner/PolData" target="_blank" rel="noopener">PolData&lt;/a> - A LOT of datasets related to politics&lt;/li>
&lt;li>
&lt;a href="http://devecondata.blogspot.com/" target="_blank" rel="noopener">DevEconData&lt;/a>&lt;/li>
&lt;li>Sebastian Tello-Trillo&amp;rsquo;s
&lt;a href="https://dsebastiantello.files.wordpress.com/2019/08/where-to-find-data-a-primer.pdf" target="_blank" rel="noopener">guide to finding datasets&lt;/a>&lt;/li>
&lt;li>
&lt;a href="https://www.kaggle.com/datasets" target="_blank" rel="noopener">Kraggle&lt;/a>- Just a lot of data&lt;/li>
&lt;/ul>
&lt;!-- ### Timely data sets -->
&lt;!-- - [NYTimes Covid-19 Data](https://github.com/nytimes/covid-19-data) - Regularly updated Covid-19 data at the state and county level, over time. Now with a bonus county-level [mask usage](https://github.com/nytimes/covid-19-data/tree/master/mask-use) data set! -->
&lt;!-- - [Johns Hopkins Covid-19 Data](https://github.com/CSSEGISandData/COVID-19) - Regularly updated Covid-19 data at the state and county level, over time -->
&lt;!-- - [Covid-19 School Response Dashboard](https://explaincovid.org/kids/nationwide-covid-19-school-dashboard/) Not available yet, as data collection is ongoing, but will (soon?) be a database of K-12 school opening policies --></description></item><item><title>Research paper checklist</title><link>https://econ3500s26.netlify.app/bonus/research-paper-checklist/</link><pubDate>Thu, 20 Aug 2020 00:00:00 +0000</pubDate><guid>https://econ3500s26.netlify.app/bonus/research-paper-checklist/</guid><description>&lt;h1 id="guidelines-and-tips-for-papers">Guidelines and tips for papers&lt;/h1>
&lt;ul>
&lt;li>
&lt;p>A research paper is not an essay!&lt;/p>
&lt;ul>
&lt;li>
&lt;p>Personal opinions don&amp;rsquo;t have a place&lt;/p>
&lt;/li>
&lt;li>
&lt;p>Sources should be primarily academic (peer-reviewed journals,
working papers, etc.), maybe some non-academic sources for
motivation only&lt;/p>
&lt;/li>
&lt;li>
&lt;p>Divide your paper into labeled sections&lt;/p>
&lt;/li>
&lt;/ul>
&lt;/li>
&lt;li>
&lt;p>Present tense when describing what people find and what you find.&lt;/p>
&lt;/li>
&lt;li>
&lt;p>&lt;strong>First-person&lt;/strong> active voice! (I estimate a regression, &lt;strong>NOT&lt;/strong> &amp;ldquo;A
regression is estimated&amp;rdquo;)&lt;/p>
&lt;ul>
&lt;li>
&lt;p>Single-authored paper first person singular, &amp;ldquo;I.&amp;rdquo; (You&amp;rsquo;re not
the queen!)&lt;/p>
&lt;/li>
&lt;li>
&lt;p>Joint-authored paper first person plural, &amp;ldquo;we.&amp;rdquo;&lt;/p>
&lt;/li>
&lt;li>
&lt;p>Don&amp;rsquo;t believe me? Check out any economics paper published in the
past 20 years. There&amp;rsquo;s &lt;em>some&lt;/em> variation in I vs. we, but &lt;em>all&lt;/em>
use active voice.&lt;/p>
&lt;/li>
&lt;/ul>
&lt;/li>
&lt;/ul>
&lt;blockquote class="twitter-tweet">
&lt;a href="https://twitter.com/%25!s%28%3cnil%3e%29/status/%25!s%28%3cnil%3e%29">&lt;/a>
&lt;/blockquote>&lt;script async src="https://platform.twitter.com/widgets.js" charset="utf-8">&lt;/script>
&lt;h2 id="abstract--title">Abstract &amp;amp; Title&lt;/h2>
&lt;ul>
&lt;li>
&lt;p>Descriptive title included&lt;/p>
&lt;/li>
&lt;li>
&lt;p>250 words or less abstract&lt;/p>
&lt;/li>
&lt;/ul>
&lt;h2 id="introduction">Introduction&lt;/h2>
&lt;ul>
&lt;li>
&lt;p>States your research question clearly&lt;/p>
&lt;/li>
&lt;li>
&lt;p>Explains what economic theory says about the potential answers to
your questions, and/or defines clear hypotheses that you test&lt;/p>
&lt;/li>
&lt;li>
&lt;p>Describes why your topic is important&lt;/p>
&lt;/li>
&lt;li>
&lt;p>Describes what you do&lt;/p>
&lt;/li>
&lt;li>
&lt;p>Describes what you find&lt;/p>
&lt;/li>
&lt;li>
&lt;p>Describes how it contributes&lt;/p>
&lt;/li>
&lt;li>
&lt;p>Reader can infer all main points of paper just from introduction&lt;/p>
&lt;/li>
&lt;/ul>
&lt;h2 id="motivationliterature-review">Motivation/Literature Review&lt;/h2>
&lt;ul>
&lt;li>
&lt;p>At the back of your mind, when motivating your paper, ask &amp;ldquo;what is
the link to economics&amp;rdquo;?&lt;/p>
&lt;ul>
&lt;li>
&lt;p>If studying discrimination, what does economic theory tell us
about why discrimination exists/persists&lt;/p>
&lt;/li>
&lt;li>
&lt;p>If studying stock market returns, what do economic models tell
us about our ability to predict returns?&lt;/p>
&lt;/li>
&lt;/ul>
&lt;/li>
&lt;li>
&lt;p>Includes papers that have answered your research question (or
similar research question)&lt;/p>
&lt;/li>
&lt;li>
&lt;p>Research results described in present tense (&amp;ldquo;Smith finds,&amp;rdquo; not
&amp;ldquo;Smith found&amp;rdquo;)&lt;/p>
&lt;/li>
&lt;li>
&lt;p>Papers linked clearly to their contribution (as relates to your
research question)&lt;/p>
&lt;/li>
&lt;/ul>
&lt;h2 id="methodology-data-and-empirical-specification">Methodology, data, and empirical specification&lt;/h2>
&lt;ul>
&lt;li>
&lt;p>Data source described and cited&lt;/p>
&lt;/li>
&lt;li>
&lt;p>Population model written out (you can use the Equation Editor in Word)&lt;/p>
&lt;ul>
&lt;li>
&lt;p>Use proper equation notation (betas, u, etc.)&lt;/p>
&lt;/li>
&lt;li>
&lt;p>Use appropriate subscripts &lt;em>(i, t, y, etc.)&lt;/em>&lt;/p>
&lt;/li>
&lt;li>
&lt;p>All relevant variables explained/defined&lt;/p>
&lt;/li>
&lt;li>
&lt;p>Use &amp;ldquo;real names&amp;rdquo; to describe variables when possible (i.e., use
&lt;em>female&lt;/em> for women, not &lt;em>w1&lt;/em>)&lt;/p>
&lt;/li>
&lt;li>
&lt;p>Don&amp;rsquo;t forget the error term!&lt;/p>
&lt;/li>
&lt;/ul>
&lt;/li>
&lt;li>
&lt;p>Describe your methodology. Are you estimating a model using OLS? If
so, say so.&lt;/p>
&lt;/li>
&lt;li>
&lt;p>Correct standard errors: robust? Clustered? Something else?&lt;/p>
&lt;/li>
&lt;/ul>
&lt;p>Please enjoy this
&lt;a href="../ec200_empirical_specification.pdf">empirical specification handout!&lt;/a>&lt;/p>
&lt;h2 id="results">Results&lt;/h2>
&lt;ul>
&lt;li>
&lt;p>When using categorical/dummy variables, what is your omitted
category? Make sure you know and that it&amp;rsquo;s clear.&lt;/p>
&lt;/li>
&lt;li>
&lt;p>What are the units of your measures?&lt;/p>
&lt;ul>
&lt;li>Is that percent or percentage points?&lt;/li>
&lt;/ul>
&lt;/li>
&lt;li>
&lt;p>In most contexts, about 3 places past the decimal point is right,
but it depends on the magnitudes. If you really want to be precise,
set and stick to a reasonable number of significant digits. There&amp;rsquo;s
no place for a number like 0.05403823 or 0.0000000 in your tables.&lt;/p>
&lt;/li>
&lt;/ul>
&lt;h2 id="tables-and-figures">Tables and Figures&lt;/h2>
&lt;ul>
&lt;li>
&lt;p>Tables should be properly formatted. That is, they should be made in
Excel (or LaTeX) and NEVER copied and pasted out of Stata&lt;/p>
&lt;/li>
&lt;li>
&lt;p>Variables should be described using real words. I.e., &amp;ldquo;number of
children,&amp;rdquo; not &amp;ldquo;numchld.&amp;rdquo;&lt;/p>
&lt;/li>
&lt;li>
&lt;p>Tables and figures should be numbered (Table 1, Table 2, etc&amp;hellip;
Figure 1, Figure 2, etc.) and should also be given a title. Refer to
tables by their numbers in the text.&lt;/p>
&lt;/li>
&lt;li>
&lt;p>Tables should include standard errors and significance stars&lt;/p>
&lt;/li>
&lt;/ul>
&lt;h2 id="references">References&lt;/h2>
&lt;ul>
&lt;li>
&lt;p>Use footnotes rather than endnotes&lt;/p>
&lt;/li>
&lt;li>
&lt;p>At the end of your paper, include list of references cited&lt;/p>
&lt;/li>
&lt;li>
&lt;p>Include a minimum of 5 academic sources (8 total)&lt;/p>
&lt;/li>
&lt;li>
&lt;p>You can format using APA or Chicago style&lt;/p>
&lt;ul>
&lt;li>Citation Owl or Google Scholar will do it for you&lt;/li>
&lt;/ul>
&lt;/li>
&lt;li>
&lt;p>In-text, cite with author and year (Author, Year; Author, Year)&lt;/p>
&lt;/li>
&lt;/ul>
&lt;h2 id="ai-attribution">AI Attribution&lt;/h2>
&lt;ul>
&lt;li>
&lt;p>Include an AI attribution statement at the end of your paper&lt;/p>
&lt;ul>
&lt;li>
&lt;p>If you used AI tools (e.g., ChatGPT, Claude, Copilot), identify which tools you used and describe what you used them for (e.g., brainstorming, editing, coding assistance)&lt;/p>
&lt;/li>
&lt;li>
&lt;p>If you did not use any AI tools, state that explicitly&lt;/p>
&lt;/li>
&lt;li>
&lt;p>This is worth 2 points and is full credit or zero — don&amp;rsquo;t skip it!&lt;/p>
&lt;/li>
&lt;/ul>
&lt;/li>
&lt;/ul>
&lt;h1 id="working-with-data">Working with data&lt;/h1>
&lt;p>If you&amp;rsquo;re working with people&lt;/p>
&lt;ul>
&lt;li>
&lt;p>What is the age range you want in your sample?&lt;/p>
&lt;/li>
&lt;li>
&lt;p>What years of data do you need?&lt;/p>
&lt;/li>
&lt;li>
&lt;p>If in the US, do you want citizens, or do you also want to include
immigrants?&lt;/p>
&lt;/li>
&lt;li>
&lt;p>If dealing with labor force variables, do you want all people of
working age, all those who are in the labor force, or all who are
employed?&lt;/p>
&lt;/li>
&lt;/ul></description></item><item><title>Research paper resources</title><link>https://econ3500s26.netlify.app/bonus/rp-resources/</link><pubDate>Thu, 20 Aug 2020 00:00:00 +0000</pubDate><guid>https://econ3500s26.netlify.app/bonus/rp-resources/</guid><description>&lt;h2 id="getting-started-with-ipums">Getting started with IPUMS&lt;/h2>
&lt;p>You will need an account to use IPUMS, and there can be some wait time for approval. So it&amp;rsquo;s a good idea to set up your account &lt;em>before&lt;/em> you need your data, so you don&amp;rsquo;t get slowed down.&lt;/p>
&lt;div style="position: relative; padding-bottom: 56.25%; height: 0; overflow: hidden;">
&lt;iframe src="https://www.youtube.com/embed/Dp8t3M6H9F0" style="position: absolute; top: 0; left: 0; width: 100%; height: 100%; border:0;" allowfullscreen title="YouTube Video">&lt;/iframe>
&lt;/div>
&lt;h3 id="other-resources">Other resources&lt;/h3>
&lt;p>IPUMS has also put together extensive set of
&lt;a href="https://www.youtube.com/user/MPCIPUMS" target="_blank" rel="noopener">tutorials&lt;/a>!&lt;/p>
&lt;p>Here are some particularly handy ones:&lt;/p>
&lt;ul>
&lt;li>
&lt;a href="https://youtu.be/tZR0aDwr91s" target="_blank" rel="noopener">Data extract tutorial&lt;/a>&lt;/li>
&lt;li>
&lt;a href="https://youtu.be/WmjNN2mbWoU" target="_blank" rel="noopener">Navigating variable descriptions&lt;/a>&lt;/li>
&lt;li>
&lt;a href="https://youtu.be/Orif_kvhkMY" target="_blank" rel="noopener">Opening your data in Stata&lt;/a>&lt;/li>
&lt;/ul>
&lt;p>If you plan on doing your research paper in R, then I strongly recommend
&lt;a href="https://tech.popdata.org/ipumsr/" target="_blank" rel="noopener">&lt;code>ipumsr&lt;/code>&lt;/a>.&lt;/p>
&lt;h2 id="writing-a-research-paper">Writing a research paper&lt;/h2>
&lt;ul>
&lt;li>
&lt;a href="https://drive.google.com/file/d/1b9-A2aYKzObmqf0vm_KxSz5GFxrEQZvX/view?usp=sharing" target="_blank" rel="noopener">Writing Tips for Economics Research Papers&lt;/a> (Plamen Nikolov) - This is very good, but it targeted for graduate students&lt;/li>
&lt;li>
&lt;a href="http://www.nber.org/~nikolovp/studentresources/paper_structure.pdf" target="_blank" rel="noopener">Structure of Economic Research Papers&lt;/a> (Plamen Nikolov) - This is another, very good, take on how to structure an undergraduate economic research paper.&lt;/li>
&lt;/ul>
&lt;h2 id="suggested-topics">Suggested topics&lt;/h2>
&lt;p>Grab and go, or iterate from here.^[Asterisked questions draw from
&lt;a href="https://econ.msu.edu/about/directory/wooldridge-jeffrey" target="_blank" rel="noopener">Wooldridge&amp;rsquo;s&lt;/a> Introductory Econometrics]&lt;/p>
&lt;ul>
&lt;li>
&lt;p>How has COVID-19 affected
&lt;a href="https://www.nytimes.com/interactive/2021/05/17/upshot/women-workforce-employment-covid.html" target="_blank" rel="noopener">mothers' labor supply&lt;/a> in the United States?^[With the usual caveats about causal identification]&lt;/p>
&lt;/li>
&lt;li>
&lt;p>How do spouses negotiate in a crisis? Are there gender differences in how parents' labor supply changed in light of COVID-19, and did these changes differ in states with more or less intensive school closures? What does this tell us about household bargaining?&lt;/p>
&lt;/li>
&lt;li>
&lt;p>Did generous unemployment benefits keep Americans from returning to work post-COVID? You can consider state-level variation in unemployment benefit policies and unemployment rates using the CPS.&lt;/p>
&lt;/li>
&lt;li>
&lt;p>How did the Affordable Care Act affect access to health insurance in states with and without Medicaid expansions? (See
&lt;a href="https://onlinelibrary.wiley.com/doi/full/10.1002/pam.21961" target="_blank" rel="noopener">Courtemanche et al. (2016)&lt;/a>, who use the ACS).&lt;/p>
&lt;ul>
&lt;li>Relatedly, how did Medicaid expansion affect consumer health care expenditures? You could use the same distinction between states that did and did not participate in Medicaid expansions, but instead use the
&lt;a href="https://meps.ipums.org/meps/" target="_blank" rel="noopener">MEPS&lt;/a>&lt;/li>
&lt;/ul>
&lt;/li>
&lt;li>
&lt;p>Minimum wages: What is the impact of minimum wages on &lt;em>{something}&lt;/em>? For example:&lt;/p>
&lt;ul>
&lt;li>
&lt;p>** What is the effect of minimum wages on teen employment? For this, you would want state-level minimum wages over time. You can use the CPS to calculate teenage employment rates over time and get data on other factors that might affect employment. See Solon (1985) and Castillo-Freeman and Freeman (1992).&lt;/p>
&lt;/li>
&lt;li>
&lt;p>**Do minimum wages alleviate poverty? The ACS should have the information that you need. You would also need data on state-level minimum wages over time. See Neumark and Wascher (1995).&lt;/p>
&lt;/li>
&lt;/ul>
&lt;/li>
&lt;li>
&lt;p>** What factors might explain racial/ethnic and gender differences in employment and wages? For example, Holzer (1991) reviewed the evidence on the &amp;ldquo;spatial mismatch hypothesis&amp;rdquo; to explain differences in employment rates between blacks and whites. Korenman and Neumark (1992) examined the effects of childbearing on women&amp;rsquo;s wages, while Hersch and Stratton (1997) looked at the effects of household responsibilities on men&amp;rsquo;s and women&amp;rsquo;s wages. &lt;em>Push harder than just identifying whether gender or racial/ethnic wage gaps exist (they do!).&lt;/em>&lt;/p>
&lt;/li>
&lt;li>
&lt;p>** Do parental consent laws increase the teenage birthrate? You can use
state level data for this: either a time series for a given state
or, even better, a panel data set of states. Do the same laws reduce
abortion rates among teenager? The &lt;em>Statistical Abstract of the
United States&lt;/em> contains all kinds of state-level data. Levine,
Trainor, and Zimmerman (1996) studied the effects of abortion
funding restrictions on similar outcomes. Other factors, such as
access to abortions, may affect teen birth an abortion rate.&lt;/p>
&lt;/li>
&lt;/ul>
&lt;!--
### Adapted from Wooldridge
The following suggested topics are taken from Wooldridge. These can be
used as a starting point for your own idea generation. You can use these
questions as is, you can focus on a specific aspect of a question, or
you can add an additional subgroup or covariate to extend the analysis.
-->
&lt;!-- **If you want to access the referenced data sets, just let me know.** -->
&lt;!--
1.
2. Do your own "audit" study to test for discrimination in hiring (by
race, gender, some other dimension). Have pairs of equally qualified
friends, say, one male and one female, apply for local job openings
in local bars or restaurants. You can provide them with phony
resumes that give each the same experience and background, where the
only difference is gender (or race, or something else). Then, track
who gets the interviews (and/or job offers). Neumark (1996)
described one such study conducted in Philadelphia. A variant would
be to test whether general physical attractiveness or a specific
characteristic, such as being obese or having visible tattoos or
body piercings, plays a role in hiring decisions. You would want to
use the same gender in the matched pairs, and it may not be easy to
get volunteers for such a study.
4.
There is also recent interest in the effects of "abstinence only"
sex education curricula. one can again use state-level panel data,
or maybe even panel data at the school district level, to determine
the effects of abstinence-only approaches to sex education on
various outcomes, including rates of sexually transmitted diseases
and teen birth rates.
6. Do change in traffic laws affect traffic fatalities? McCarthy (1994)
contains an analysis of monthly time series data for the state of
California. A set of dummy variables can be used to indicate the
months in which certain laws were in effect. The file TRAFFIC2
contains the data used by McCarthy. An alternative is to obtain a
panel data set on states in the United States, where you can exploit
variation in laws across states, as well as across time.
Freeman (2007) is a good example of a state-level analysis, using 25
years of data that straddle changes in various state drunk driving,
seat belt, and speed limit laws.
7. Use panel data to study the effects of various economic policies on
regional economic growth. Studying the effects of taxes and spending
is natural, but other policies may be of interest. For example,
Craig, Jackson, and Thomson (2007) study the effects of Small
Business Association Loan Guarantee programs on per capita income
growth.
8. Do differences in tax codes across states affect the amount of
foreign direct investment? Hines (1996) studied the effects of state
corporate taxes, along with the ability to apply foreign tax
credits, on investment from outside the United States
--></description></item><item><title>Stata FAQ</title><link>https://econ3500s26.netlify.app/bonus/stata-problems/</link><pubDate>Thu, 20 Aug 2020 00:00:00 +0000</pubDate><guid>https://econ3500s26.netlify.app/bonus/stata-problems/</guid><description>&lt;h1 id="stata-faq">Stata FAQ&lt;/h1>
&lt;h2 id="getting-started" class="unnumbered">Getting Started&lt;/h2>
&lt;h3 id="downloading-stata-using-appsanywhere">Downloading Stata using AppsAnywhere&lt;/h3>
&lt;div style="position: relative; padding-bottom: 56.25%; height: 0; overflow: hidden;">
&lt;iframe src="https://www.youtube.com/embed/K4MXZlGPYtU" style="position: absolute; top: 0; left: 0; width: 100%; height: 100%; border:0;" allowfullscreen title="YouTube Video">&lt;/iframe>
&lt;/div>
&lt;h3 id="home-directory" class="unnumbered">Where is my home directory?&lt;/h3>
&lt;p>Stata needs a folder to work in, and you need to tell it where to look. This can be achieved by the &lt;code>cd&lt;/code> command (change directory)&lt;/p>
&lt;p>&lt;code>cd /Users/emilybeam/Dropbox/EC200&lt;/code> , where &amp;ldquo;/Users/emilybeam/Dropbox/EC200&amp;rdquo; is the &lt;strong>file path&lt;/strong>&lt;/p>
&lt;p>But how do you know what your &lt;strong>file path&lt;/strong> is? As our computers have gotten shinier, it&amp;rsquo;s become harder to figure out.&lt;/p>
&lt;h2 id="pc">PC&lt;/h2>
&lt;p>
&lt;a href="https://www.wikihow.com/Find-a-File%27s-Path-on-Windows" target="_blank" rel="noopener">General PC instructions from wikihow&lt;/a>&lt;/p>
&lt;p>Basically&amp;hellip;&lt;/p>
&lt;ol>
&lt;li>Right click on the folder you put all your stuff in, and click on “properties.”&lt;/li>
&lt;li>Then you’ll see something called “Location: C:/Users/Emma/Documents/Folder” or something like that.&lt;/li>
&lt;li>You’d then change directory in Stata by entering &lt;code>“cd “C:/Users/Emma/Documents/Folder”&lt;/code>&lt;/li>
&lt;/ol>
&lt;h2 id="mac">Mac&lt;/h2>
&lt;p>It&amp;rsquo;s a very similar process!&lt;/p>
&lt;ol>
&lt;li>Right click on the folder you put all your stuff in, and click on “info.”&lt;/li>
&lt;li>You’ll see something like “Where: iCloud Drive &amp;gt; Documents &amp;gt; Student &amp;gt; Folder,” with tiny black arrows. That will not look like a file path.&lt;/li>
&lt;li>But, if you select it, copy it and paste it, it will paste as “/Users/Student/Documents/Folder”&lt;/li>
&lt;li>You’d then change directory in Stata by entering &lt;code>cd “/Users/Student/Documents/Folder”&lt;/code>&lt;/li>
&lt;/ol>
&lt;p>&lt;strong>OR&lt;/strong>&lt;/p>
&lt;ol>
&lt;li>Right click on the folder you put all your stuff in, so a menu pops up&lt;/li>
&lt;li>Press the option key, and see how the menu now has an option that says &amp;ldquo;copy NAME as path&amp;rdquo;. Select that option&lt;/li>
&lt;li>Paste it in Stata, so you enter &lt;code>cd &amp;quot;/Users/Student/Documents/Folder&amp;quot;&lt;/code>&lt;/li>
&lt;/ol></description></item></channel></rss>