Les invito a leer este artículo que escribí para @EmpiricaRD, donde hago algunas caracterizaciones sobre el virus del dengue en República Dominicana a partir de datos del Ministerio de Salud.
https://t.co/CE8GFTKMEr
Caitlin Clark is your WNBA Eastern Conference Player of the Week 🔥
⭐ 3-0 record
⭐ game-winner at WAS
⭐ tied franchise record for most 30-point double-doubles (3)
⭐ WNBA record for most 30+ point, 10+ assist games (3)
⭐ 6th in franchise history in 3PM (183)
⭐ recorded 10th career game with at least 25 PTS, 5 3PM & 5 AST (2nd most in WNBA history)
learn more: https://t.co/Wwt7Szvxq8
Q "You bringing trophy to Dominican Republic?
KAT "Hell yeah I'm bringing the trophy over there. We takin it all over
Huk "He takin it everywhere
KAT "Yessir. Gonna bring it to Santiago, Santo Dominigo, Casa de Campo, La Romana
Huk "There we go
…
KAT "Shoutout Al Horford"
🇩🇴
The modern economics of human capital is scarcely 70 years old, yet it has reshaped how economists understand growth, inequality, and choice. Prior to the postwar period, education was discussed mainly as a cultural or civic institution. Its economic value was acknowledged—by Smith (1776), Marshall (1890), Fisher (1897), and others—but not modeled systematically, and information necessary for empirical measurement was sparse. This changed rapidly in the 1950s and 1960s, when Schultz (1961) reframed education as an investment embodied in individuals; Becker (1964) developed the rate-of-return framework linking costs and earnings over the life cycle; and Mincer (1974) formalized the schooling–experience–earnings relationship, which unlocked large-scale analysis of microdata.
https://t.co/af9EcSuf31