Stephen E. Erfle

Media, Political Pressure, and the Firm: The Case of Petroleum Pricing in the Late 1970s

This paper empirically examines whether major domestic oil companies held down product prices relative to their less visible counterparts during the 1979 oil crisis. We compare company prices on unregulated fuel oil with a measure of political pressure—the level of television coverage of the energy crisis. We find that media coverage influenced home heating oil price ratios, but did not influence residual fuel oil price ratios for the same companies. We argue that this differential pricing pattern is rational in a politically sensitive period.

Effects of Daily Physical Education on Physical Fitness and Weight Status in Middle School Adolescents

BACKGROUND In 2009, the Pennsylvania Department of Health developed the Active Schools Program (ASP) which required 30 minutes of daily physical education (PE) in middle schools to reduce childhood obesity. This investigation evaluated the ASP effects on physical fitness and weight status in middle school adolescents throughout 1 academic year. METHODS A quasi-experimental design was used to recruit middle schools into an intervention group (N = 30) or control group (N = 9). RESULTS Physical fitness outcomes had larger intervention effects than weight status outcomes. These effects were most profound among at-risk students. Multiple linear regression analysis provided a best-guess effect of daily PE on body mass index (BMI) percentile of -1.2, 95% confidence interval (CI) (-1.9, -0.5) for at-risk females and -0.8, 95% CI (-1.5, -0.1) for at-risk males. Much of this benefit is attributable to the differential increase in physical fitness achieved by students with the benefit of having daily PE. CONCLUSIONS Thirty minutes of daily PE can be considered a scientific approach to ameliorate health outcomes in at-risk middle school adolescents, particularly among females. Improvements on BMI percentile among at-risk youth are presaged by greater improvements in physical fitness. This investigation supports a school-based approach aimed to improve behavioral risk factors as a means to reduce childhood obesity.

Physical Activity Performance of Focal Middle School Students

Histograms of push-ups and curl-ups from a sample of more than 9,000 students show periodic spikes at five and 10 unit intervals. This article argues that these spikes are related to focal points, a game theoretic concept popularized by Nobel Laureate Thomas Schelling. Being focal on one test makes one more likely to be focal on the other. Focal students (whose push-up score is a multiple of 5 and whose curl-up score is a multiple of 10) behave differently from their non-focal peers. They are more likely athletic, older, and male. Focal students, on average, did 2.2 more push-ups, 1.7 more curl-ups, and ran the mile 15 seconds faster than non-focal students, even controlling for these covariates of performance. By contrast, being focal on a single activity did not produce a statistically significant mile time difference. Students who systematically stop at focal outcomes appear differentially motivated toward physical activity performance.

Persistent Focal Behavior and Physical Activity Performance

This article examines the proclivity and performance attributes of focal students across time and activities using data from 9,345 students. Three systematic focal behavior partitions are examined: Across activities, across time, and across activities and time. A student’s performance is focal if it ends in 0 or 5 for push-ups and 0 for curl-ups. Chi-square tests confirm that individual focal outcomes and systematic focal outcomes occur more frequently than random processes would suggest. In each instance, the only cell that is less populated than random processes would suggest is the one that exhibits no systematic focal behavior and the cell that exhibits the greatest deviation from expected is the full focal cell. Focal students outperform their peers on three activities at two assessments. Students with two-systematically focal outcomes have superior performance to students with no systematic focal outcomes but inferior performance to those with three or four focal outcomes.

Excel as a teaching platform for managerial economics

Managerial economics is one of the most applied areas of economics. Managerial economics teaches students how to use the tools of economics to make decisions. As a result, this class is most effective if it simulates what students face when working in a business setting. Students should therefore be taught using the same toolkit on which business managers rely. Today, that means using Excel as the platform on which to teach the course. Excel is integrated into the course content not only during computer labs and in homework but also during class. Such integration requires more than a set of spreadsheet exercises to accompany a text; it requires Excel programs that faculty can use to interactively introduce concepts during lectures. This article describes a series of exercises and programs that teach students how to use Excel, and how to use Excel to analyze data needed to make reasoned decisions.