The Travel-to-work. Which factors matter? An analysis on regional labor market in UK

The aim of this study is focus on the role of positive and negative monetary incentives in stimulating infra and inter-regional mobility in UK (through commuting behavior). We consider a simple theoretical model and develop an empirical application using data from the Quarterly Labour Force Survey (QLFS) 2004-2011. According to the theory, workers who commute from one labor market to another should require earning grants able to compensate, at least, monetary and non-monetary moving costs and individual evaluation of the trade-off between the latter and the value of the monetary incentive. First, we estimate the predicted wage in the region of current residence through OLS and then we verify the increase in the probability of moving to other UK GORs (Government Office Regions, representing the UK regions and the six Metropolitan Areas) due to greater hourly wages w.r.t. that predicted for the region of current residence through a Multinomial Logit model (MLM). We consider four different cases: living and working in the same region (or territorial agglomeration) which represent the baseline outcome of the MLM; working in a region whose travel distance is less than 30 minutes from the residence; working in a region whose distance is between 30 and 45 minutes from the residence; working in a region at 45 minutes of travel distance. In our analysis, we find that earnings, sex differences and individual characteristics play an important role in explaining commuting behavior, as well as the length of the employment within the same workplace. We find that ? on average ? wages 20% greater than those for the region of residence lead to an increase in probability of 2.2-3.2% (according to gender differences) to move to other regions commuting more than 45 minutes. Moreover, we find support also for the ?household responsibility hypothesis, confirming that women are less willing to commute longer and to move outside their own region of residence compared to their male counterparts. Finally, for robustness check and for taking into account possible biases in the model due to the role played by the capital, we develop the two-stage model without considering the region of Greater London, concluding. We find that, excluding the region of Greater London from the sample, there is a raise from 1% to 1.6% in the gender gap in the probability of commuting more than 45 minutes, with the consequence that female workers working in London are more willing to commute than their national counterpart

Perbedaan Kemampuan Pemecahan Masalah Matematika Antara Kelompok Siswa Yang Mendapatkan Pembelajaran Kooperatif Tipe Teams Games Tournament (Tgt) Dengan Student Teams Achievements Divisions (Stad)

This research use two tipe cooperatif learning, they are Teams Games Tournament and Student Teams Achievement Division. The study in this approach guided student's attention to learn to understand the problem, how to, and what needed to solve matematik problem. The purpose in this research is to know the difference of increase problem solving of mathematics student ability who use Teams Games Tournament and Student Teams Achievement Divisions, with the significant is 5 %. Increase problem solving student of mathematic ability student who gets cooperatife learning type Teams Games Tournament different with students who gets Student Teams Achievement Division learning

Perbedaan Prestasi Belajar Matematika Siswa antara yang Mendapatkan Model Pembelajaran Kooperatif Tipe Jigsaw dan Kontekstual

Quasi-experimental research design the static group pretest- posttest design was aimed to know the differences of students achievement in learn mathematic between students who get cooperative learning in Jigsaw and Contextual types. The technique of collecting data uses subjective tests from description, this instrument is clarified have complied the validity, reliability, and level of difficulty distinguishing power. Data analysis is Mann-Whitney test. The result can be summed up that there are the significance differences in initial ability between students who get cooperative learning in Jigsaw dan Contextual types. As any rate, in data analysis of students affective base on questionnaire which is given, most of these responses are positive. This is because, the average of neutral affective is most little than students affective. Abstak: Penelitian kuasi eksperimen dengan desain kelompok the static group pretest-posttest design ini bertujuan untuk mengetahui perbedaan prestasi belajar matematika siswa antara yang mendapatkan model pembelajaran kooperatif tipe Jigsaw dan Kontekstual. Instrumen yang digunakan dalam penelitian ini yaitu tes tulis berbentuk uraian, instrumen tersebut dinyatakan telah memenuhi syarat validitas, reliabilitas, daya pembeda dan tingkat kesukaran. Analisis data dilakukan dengan uji Mann-Whitney. Hasil penelitian ini menunjukan bahwa terdapat perbedaan kemampuan awal yang signifikan antara siswa yang mendapatkan pembelajaran kooperatif tipe Jigsaw dengan siswa yang mendapatkan pembelajaran Kontekstual. Pada analisis data sikap siswa yaitu berdasarkan angket yang diberikan, responnya sebagian besar bernilai positif. Ini terlihat dari rata-rata sikap netral lebih kecil daripada sikap siswa, sehingga dapat disimpulkan bahwa sikap siswa terhadap model pembelajaran kooperatif tipe Jigsaw maupun model pembelajaran Kontekstual mempunyai respon positif

Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa melalui Model Pembelajaran Missouri Mathematics Project (Mmp)

An Abstract: Mathematics is a universal science that underlies the development of technology and have an important role in advancing the human intellect. Problem solving is the focus in the study of mathematics as a problem solving type of learning that most high level and complex. Quasi-experimental study with Nonequivalent Group Pre-test Post-test Design aims to determine the increase in mathematical problem solving ability of student who get Missouri Mathematics Project (MMP) learning model better than students who received conventional learning models, and how the increase in mathematical problem solving ability of students who get the Missouri Mathematics Project (MMP) learning model, as well as students toward learning model Missouri Mathematics Project (MMP). Sampel population in this were students MAN at Garut. The results showed that: (1) Increase in mathematical problem solving ability of student who get Missouri Mathematics Project (MMP) learning model better than students who received conventional learning models, (2) Improvement of students mathematical problem solving abilities that get being interpreted Missouri Mathematics Project (MMP) learning model, (3) Students attitudes toward learning model Missouri Mathematics Project (MMP) interpreted very positive. Abstrak: Matematika merupakan ilmu yang universal yang mendasari perkembangan teknologi dan mempunyai peran penting dalam memajukan daya pikir manusia. Pemecahan masalah merupakan fokus dalam pembelajaran matematika karena pemecahan masalah tipe belajar yang tingkatnya paling tinggi dan kompleks. Penelitian kuasi eksperimen dengan Nonequivalent Group Pre-test Post-test Design ini bertujuan untuk mengetahui peningkatan kemampuan pemecahan masalah matematis siswa yang mendapatkan model pembelajaran Missouri Mathematics Project (MMP) lebih baik dari siswa yang mendapatkan model pembelajaran konvensional, dan bagaimana peningkatan kemampuan pemecahan masalah matematis siswa yang mendapatkan model pembelajaran Missouri Mathematics Project (MMP), serta sikap siswa terhadap model pembelajaran Missouri Mathematics Project (MMP). Sampel populasi dalam penelitian ini adalah siswa MAN di Garut. Hasil Penelitian menunjukkan bahwa: (1) Peningkatan kemampuan pemecahan masalah matematis siswa yang mendapatkan model model pembelajaran Missouri Mathematics Project (MMP) lebih baik dari siswa yang mendapatkan pembelajaran konvensional, (2) Peningkatan kemampuan pemecahan masalah matematis siswa yang mendapatkan model pembelajaran Missouri Mathematics Project (MMP) diinterprestasikan sedang, (3) Sikap siswa terhadap model pembelajaran Missouri Mathematics Project (MMP) diinterprestasikan sangat positif

Pengaruh Penerapan Model Pembelajaran Kooperatipe Tipe Think Pair Share (Tps) Terhadap Hasil Belajar Matematika Siswa SMP

This study aims to determine whether the learning outcomes of learning mathematics that uses models of type kooperatipe think pair share ( TPS ) is better than that using learning model konvensional.Dari normality test results of initial test data shows that the initial test scores in the experimental class were normally distributed , whereas scores initial tests on the control class distribution is not normal , so proceed with testing at the Mann Whitney test with significance level 0.05.karena the initial tests at the conclusion can not start capability differences between the experimental class and the control class followed by ternormalisasi.berdasarkan gain test data analysis results can indicate that the initial capacity of the two groups can be concluded there is influence . while the results obtained from the final test at the significant tarap 00:05 . because t > t table then Ho ditolak.dengan It can be concluded that there are significant mathematical achievement of students who use cooperative learning model think pair share

You, Me, Together

Ben is a 16 year old boy, who begins his junior year in Mahopac High School. He is diagnosed with Autism Spectrum Disorder, due to his repetitive words and lack of social skills. He has a hard time trying to interact with others his own age, thus never having a single friend in his whole life, that is until a girl named Hannah enters high school. Ben and Hannah first meet in junior year. Hannah is looking for a place to sit. Ben offers her to sit with him. Hannah accepts it and sits down with Ben. As Hannah starts to sit with Ben, Ben thinks to himself if he should have Hannah as a friend to him. Ben tries to hide it from his mother Claire, because he would fear that his mother would get involved too much and she would claim that Ben is interested in Hannah as a girlfriend, but Ben, himself, refuses to believe that he has a crush on her. It leads to Ben, himself, figuring out how to get Hannah as a friend. After a couple attempts to befriend her, Ben and Hannah start to become friends as they start to bond on the internet. Ben ends up asking Hannah on a friend-date on the internet, which Hannah surprisingly accepts. Hannah then starts to ask her mother Joyce, who is a therapist for disabilities, because after her first talk with her about Ben, Hannah starts to believe that Ben is autistic. Hannah opens up to Ben about her parents being divorce, when her dad cheated on her mom, and Ben opens up about his autism, which starts to bring them closer. Claire sees Ben and Hannah developing a relationship. Ben continues to keep Hannah a secret from Claire, while Claire is trying to understand her son growing up and having romantic feelings. Ben's autism is in the way of his friendship with Hannah and Hannah's feelings about Ben being autistic is starting to question her thoughts about Ben as her feelings for him start to progress more . Although their friendship is complex, their feelings for each other bloom into something beautiful, but they both fear getting hurt, because Ben does not want to be confused about his feelings for Hannah and Hannah fears that she will hurt Ben, when she feels that she is turning into her dad, who struggles about his feelings. This leads to one of them making a hard choice to end the relationship, but the other trying to have hope to save their relationship.Purchase College SUNYPlaywriting and ScreenwritingBachelor of ArtsCarreno, Marian