A Schumpeterian Model of Protection and Relative Wages
ABSTRACT This paper presents a dynamic general equilibrium model of R&D-based trade between two structurally identical countries in which both innovation and skill acquisition rates are endogenously determined. Trade liberalization increases R&D investment and the rate of technological change. It also reduces the relative wage of unskilled workers and results in skill upgrading within each industry when R&D is the skilled-labor intensive activity relative to manufacturing of final products. Time-series evidence from the United States and simulation analysis support the empirical relevance of the model, which offers a North-North trade explanation for increasing wage inequality.
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ABSTRACT: This paper surveys recent studies on trade and wage inequality. We first introduce some trade-based explanations for increased wage inequality. There are, however, a number of criticisms of this line of thought based on the ‘trade-wage inequality anomaly’, the ‘price-wage anomaly’, and the small volume of trade. Mainly due to these criticisms, trade-based explanations for rising wage inequality have been limited in the economic literature. Rather, the primary explanations for wage inequality have been based on skill-biased technological change. Some trade models, however, have weakened the above criticisms, and more economists now argue that the effect of trade, though relatively small compared to that of technological change, is more significant than generally believed. Finally, we attempt to link new trends in inequality, such as job polarization and within-group inequality, to the trade and wage inequality literature.Journal of Economic Surveys 02/2014; 28(1). · 1.33 Impact Factor
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ABSTRACT: Decreased opportunities for skill practice and mounting concerns that graduate nurses are not competent in basic psychomotor skills requires nurse educators to reevaluate methods to teach these skills. Simulation offers a fresh approach to psychomotor skills education allowing the student to integrate knowledge from all three learning domains while practicing the skill. This article discusses the current state of the science on the use of simulation for psychomotor skill acquisition. This literature review identifies that limited empirical evidence exists to support the efficacy of simulation to teach psychomotor skills, most notably within the discipline of nursing. The existing data stem from studies with limitations that affect the interpretation and generalizability of the results. These findings suggest the need for further research in the area of simulation and psychomotor skill acquisition within nursing education.Clinical Simulation in Nursing 11/2012;
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