| Journal Article |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| A Graphical Exposition of the Ordered Probit |
0 |
0 |
0 |
35 |
0 |
1 |
16 |
129 |
| A big picture for teaching macroeconomics principles |
0 |
0 |
1 |
35 |
1 |
1 |
20 |
111 |
| A computational trick for calculating the Blinder-Oaxaca decomposition and its standard error |
0 |
0 |
0 |
63 |
0 |
1 |
11 |
194 |
| A rule of thumb for mixed heteroskedasticity |
0 |
0 |
0 |
16 |
0 |
0 |
5 |
92 |
| An Extension of Mixed Estimation, with an Application to Forecasting New Product Growth |
0 |
0 |
0 |
0 |
0 |
0 |
7 |
152 |
| An exercise in computing the variance of the forecast error |
0 |
0 |
1 |
70 |
0 |
0 |
9 |
238 |
| Are Multiple‐Choice Exams Easier for Economics Students? A Comparison of Multiple‐Choice and “Equivalent” Constructed‐Response Exam Questions |
0 |
0 |
0 |
3 |
0 |
2 |
10 |
27 |
| Book Review |
0 |
0 |
0 |
1 |
0 |
0 |
3 |
9 |
| Bootstrapping Student Understanding of What is Going on in Econometrics |
0 |
0 |
1 |
63 |
1 |
1 |
14 |
153 |
| Buyer behaviour in a regional thoroughbred yearling market |
1 |
1 |
2 |
66 |
2 |
2 |
11 |
458 |
| Class size and achievement in introductory economics: Evidence from the TUCE III data |
0 |
0 |
0 |
102 |
0 |
0 |
10 |
345 |
| Combining Bond Rating Forecasts Using Logit |
0 |
0 |
0 |
0 |
1 |
2 |
12 |
286 |
| Combining qualitative forecasts using logit |
0 |
0 |
0 |
47 |
0 |
0 |
7 |
173 |
| Comparing classification techniques |
0 |
0 |
0 |
31 |
0 |
0 |
11 |
78 |
| Direct Wealth Effects in Macroeconomic Models: The Saving vs. the Definitional Approach: A Note |
0 |
0 |
0 |
7 |
0 |
1 |
11 |
60 |
| Does Pedagogy Vary with Class Size in Introductory Economics? |
0 |
0 |
0 |
56 |
1 |
1 |
8 |
260 |
| Does Teaching Enhance Research in Economics? |
0 |
0 |
0 |
92 |
1 |
1 |
16 |
245 |
| Economic progress and skill obsolescence with network effects |
0 |
0 |
0 |
22 |
0 |
1 |
10 |
156 |
| Eight Reasons Why Real versus Nominal Interest Rates Is the Most Important Concept in Macroeconomics Principles Courses |
0 |
0 |
0 |
207 |
1 |
3 |
7 |
718 |
| Estimation with Correctly Interpreted Dummy Variables in Semilogarithmic Equations [The Interpretation of Dummy Variables in Semilogarithmic Equations] |
0 |
0 |
0 |
54 |
17 |
36 |
191 |
5,189 |
| Excess Demand in the IS-LM Model |
0 |
0 |
1 |
50 |
0 |
0 |
4 |
204 |
| F versus t tests for unit roots |
0 |
0 |
1 |
193 |
0 |
1 |
14 |
873 |
| Fighting the teflon factor: Comparing classical and Bayesian estimators for autocorrelated errors |
0 |
0 |
0 |
18 |
0 |
0 |
11 |
143 |
| Forecasting with dynamic regression models: Alan Pankratz, 1991, (John Wiley and Sons, New York), ISBN 0-471-61528-5, [UK pound]47.50 |
0 |
1 |
6 |
871 |
1 |
10 |
35 |
1,908 |
| Interpreting Dummy Variables |
0 |
1 |
5 |
974 |
0 |
4 |
19 |
2,101 |
| Logarithmic Dependent Variables and Prediction Bias |
0 |
0 |
0 |
2 |
0 |
0 |
7 |
283 |
| More on F versus t tests for unit roots when there is no trend |
0 |
0 |
0 |
11 |
0 |
1 |
15 |
62 |
| Non-nested Hypothesis Tests: A Diagrammatic Exposition |
0 |
0 |
0 |
0 |
1 |
2 |
6 |
134 |
| Oh No! I Got the Wrong Sign! What Should I Do? |
0 |
0 |
2 |
157 |
0 |
1 |
8 |
404 |
| On Economists' Belief in the Law of Small Numbers |
0 |
0 |
0 |
0 |
0 |
0 |
4 |
298 |
| On Inferring the True Model's Direction |
0 |
0 |
0 |
4 |
12 |
12 |
18 |
106 |
| On an inappropriate means of reducing multicollinearity |
0 |
0 |
0 |
37 |
0 |
0 |
5 |
113 |
| On the optimality of unequal class sizes |
0 |
0 |
0 |
19 |
0 |
0 |
8 |
95 |
| RICARDO, MUNDELL, AND EXCESS SUPPLIES OF MONEY |
0 |
0 |
0 |
0 |
0 |
0 |
3 |
7 |
| Randomization Tests in Econometrics |
0 |
0 |
0 |
0 |
2 |
3 |
12 |
354 |
| Recursive Decision Systems: An Existence Analysis |
0 |
0 |
0 |
16 |
0 |
1 |
10 |
107 |
| Reply |
0 |
0 |
0 |
3 |
0 |
0 |
1 |
9 |
| Restrictive versus Permissive Money: a Resolution |
0 |
0 |
0 |
1 |
0 |
1 |
8 |
23 |
| Sinning in the Basement: What are the Rules? The Ten Commandments of Applied Econometrics |
1 |
1 |
1 |
10 |
1 |
3 |
14 |
52 |
| Specification Error, Prediction Bias and Rational Expectations |
0 |
0 |
0 |
0 |
0 |
0 |
4 |
315 |
| Teaching Tools: On Journalists' Use of Macroeconomic Concepts |
0 |
0 |
0 |
0 |
1 |
1 |
7 |
323 |
| Teaching Undergraduate Econometrics: A Suggestion for Fundamental Change |
0 |
0 |
0 |
241 |
1 |
1 |
7 |
588 |
| Testing for Unit Roots: What Should Students Be Taught? |
0 |
4 |
6 |
354 |
2 |
7 |
26 |
679 |
| The "Ballentine": A Graphical Aid for Econometrics [An Alternative Approach to Specification Errors] |
0 |
0 |
0 |
0 |
1 |
1 |
13 |
560 |
| The Influence of Teaching on Research in Economics |
0 |
0 |
0 |
0 |
0 |
0 |
4 |
8 |
| The Use (and Abuse) of Meta-Analysis in Environmental and Natural Resource Economics: An Assessment |
0 |
0 |
4 |
295 |
1 |
2 |
17 |
944 |
| To Include or Exclude an Explanatory Variable: Beware of Rules of Thumb |
0 |
0 |
0 |
84 |
1 |
1 |
9 |
269 |
| When Are Supply And Demand Determined Recursively Rather Than Simultaneously&quest |
0 |
1 |
1 |
27 |
1 |
3 |
10 |
119 |
| Windows in Black Boxes |
0 |
0 |
0 |
0 |
0 |
1 |
8 |
31 |
| Total Journal Articles |
2 |
9 |
32 |
4,337 |
50 |
109 |
696 |
20,185 |
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