Vorträge des DIW Berlin

Spillovers of US Unconventional Monetary Policy to Emerging Markets: The Role of Capital Flows

Introduction into the International Discussion of Regulated and Liberalized Markets

Podiumsdiskussion

Zukunft der sozialen Sicherung: Impulsreferat und Podiumsdiskussion

Verteilungskampf: [gemeinsam mit] Martin Schulz, Präsident des Europäischen Parlamentes, Jens Spahn, Parlamentarischer Staatssekretär im Bundesministerium der Finanzen, Moderation Gregor Peter Schmitz, Leiter des Hauptstadtbüros der WirtschaftsWoche

New Evidence on the Ban on Late-Night Off-Premise Alcohol Sales in Baden-Württemberg

The Greener, the Happier? The Effect of Urban Land Use on Residential Well-Being

Podiumsdiskussion

Investitionsschwäche der Industrie

The Effect of Supermarket Mergers on Variety

Calculating Joint Confidence Bands for Impulse Response Functions Using Highest Density Regions

This paper proposes a new non-parametric method of constructing joint confidence bands for impulse response functions of vector autoregressive models. The estimation uncertainty is captured by means of bootstrapping and the highest density region (HDR) approach is used to construct the bands. A Monte Carlo comparison of the HDR bands with existing alternatives shows that the former are competitive...

Information Asymmetries between Parents and Eductors in German ECEC Institutions

All-Day Schools and Maternal Labour Supply: The Case of Primary Education in Germany

The Impact of Compressing Instructional Time on Graduation Age, Grade Repetitions and Graduation Rates

Persönliche Netzwerke im Lebenslauf als Triebfeder erwartungswidriger Bildungserfolge

Transfereffekte der Qualität familialer und institutioneller Lernumwelten

Information Provision and Post-secondary Education: Does Information Help Decreasing the Education Gap?

Parental Socioeconomic Status and the Quality of Early Childhood Education and Care: Evidence from Germany

High School Duration and Its Effects on University Education: Evidence from the G8 Reform

More Instruction Time and the Effect on Student Performance: Quasi‐experimental Evidence from PISA