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1. Routes into Networks: The Structure of English Trade in the East Indies, 1601-1833

Author:
Emily Erikson and Peter Bearman
Publication Date:
12-2004
Content Type:
Working Paper
Institution:
Institute for Social and Economic Research and Policy at Columbia University
Abstract:
Drawing on a remarkable dataset compiled from ships' logs, journals, factory correspondence, ledgers, and reports that provide unusually precise information on each of the 4,572 voyages taken by English traders of the East India Company (hereafter EIC), we describe the EIC trade network over time, from 1601 to 1833. From structural images of voyages organized by shipping seasons, we map the (over time and space) emergence of dense, fully integrated, global trade networks: of globalization before globalization. We show that the integration of the world trade system under the aegis of the EIC was the unintended by-product of systematic individual malfeasance (private trading) on the part of ship captains seeking profit from internal Eastern trade.
Topic:
Economics, Globalization, and International Trade and Finance
Political Geography:
United Kingdom

2. Fresh Starts: School Form and Student Outcomes

Author:
Peter Bearman and Christopher Weiss
Publication Date:
10-2004
Content Type:
Working Paper
Institution:
Institute for Social and Economic Research and Policy at Columbia University
Abstract:
Seemingly endless tinkering and adjustment of the structure of education in the United States over the past century has led to the adoption of different school forms at different times. Currently the middle school is the dominant form of schooling for the middle years of education; however, the middle school is a relatively new form that replaced the junior high school, which itself replaced previous schooling forms. Despite the rhetoric of policymakers and practitioners, little research has considered what school forms work for what kinds of adolescents across what dimensions. In this article, we show that for both academic and non-academic outcomes, how school systems structure the transition from 8th to 9th grade makes almost no difference. Where differences appear, they are small and point to the benefits of school transitions for providing fresh starts to adolescents in socially difficult situations. The policy implications are correspondingly clear: the optimal school structure for any school district is the one that maximizes building space, reduces crowding, and achieves administrative rationality.
Topic:
Development, Economics, and Education
Political Geography:
United States