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Events for January 18, 2024

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PhD Lectures 2023

January 18 - January 19

Xavier D’Haultfoeuille is invited to the annual series of PhD lectures, co-organised ECORES, Free University of Brussels and Brussels Catholic University. Xavier D’Haultfoeuille -  Econometrics - Date: January 18 - 19, 2024 Location: ULB Program and informations: https://feb.kuleuven.be/research/economics/ces/phd/phd-lectures

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ECORES PhD Lectures Series 2024

January 18 - January 19

Financed by FNRS & the Gaston Eyskens Chair Xavier D’Haultfoeuille  (CREST-ENSAE) Difference-in-Differences for Simple and Complex Natural Experiments 📅 January 18-19, 2024 📌 ECARES, Solvay Brussels School of Economics and Management, ULB https://feb.kuleuven.be/research/economics/ces/phd/phd-lectures

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ECORES PhD lectures 2024

January 18 - January 19

"Difference-in-Differences for Simple and Complex Natural Experiments" By Xavier D'Haultfoeuille (CREST-ENSAE) 18-19 January 2024 At ECARES, Solvay Brussels School of Economics and Management

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11:00 am

Ruixun Zhang (Peking University)”A Quantitative Approach to Optimal Impact Portfolios”

January 18 @ 11:00 am - 12:30 pm

Quantitative Sustainable Economics and Finance Time: 11.00 am Date: 18th of January  2023 Room 2036 Ruixun Zhang (Peking University)"A Quantitative Approach to Optimal Impact Portfolios" Abstract : We develop a mathematical framework for constructing optimal impact portfolios and quantifying their financial performance by characterizing the returns of impact-ranked assets using induced order statistics and copulas. […]

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12:15 pm

Andrea Salvati (UCL) “Teacher Instruction, Classroom Composition, and Student Achievement”

January 18 @ 12:15 pm - 1:30 pm

Applied  Seminar  Time: 12:15 pm - 13:30 pm Date: 18th of January Room : 3001   Andrea Salvati (UCL) "Teacher Instruction, Classroom Composition, and Student Achievement" Abstract : This paper explores teachers’ instructional decisions and their implications for the distribution of student achievement. Canonical models of student performance often assume that teacher effectiveness is independent […]

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