Returns to Agricultural Technology in Rich and Poor Countries Alexis Vivas Flores Sponsor: Ashish Shenoy, Ph.D. Economics The implementation of agricultural technology or techniques is a potential solution to improve the efficiency of crops grown in terrains with different land quality. In this project we explore the land quality and crop choice in both poor and rich countries, where we test the hypothesis that returns to technology are greater for crops that grow in rich countries. In the first step, we found a positive correlation between crop suitability and what is produced across countries meaning that countries grow crops that are suitable for their land. For our second step, we look at R&D investment across high- and low-income countries to determine whether countries invest in the crops they are suitable for. Later in our process, if this hypothesis is correct, we will then quantify how much directed research contributes to the agricultural productivity gap between rich and poor countries by computing the difference between maximum potential yield for high-and-low investment. Our quantitative methods include running linear regressions using data from our main sources FAO, GAEZ, the World Bank, USDA, ASTI, IFPRI databases, and data on national wealth from the Penn World Tables. Our research will contribute to the field of agriculture and development by reinforcing the idea that research does contribute to agricultural production.

Technology plays a vital role in developed education systems of the 21st century, yet opportunities to engage with technology varies across racial and economic groups of students (Warschauer et al., 2004, Warschauer & Matuchniak, 2010, Bray, 2017). The digital divide defines the gap between racial and socio-economic groups regarding access and engagement with technology. High socio-economic status (SES) schools are more likely to have access to higher quality technology and administration support to aid teachers in their usage and implementation of technology (Warschauer, et al., 2004). Research suggests that technology utilization in mathematics classrooms can have a positive impact on students learning (Mouza & Barret-Greenly, 2015). The value of technology in the classroom depends not just on the presence of technology in the classroom, but on how students use these technologies (Leinwand et al., 2014) to engage with mathematics. My research extends to focus on how technological programs and resources were utilized during the COVID-19 pandemic school year. A survey addressed to mathematics teachers at any public school district will be sent using snowball sampling. I will analyze how teachers utilized technology in their classrooms and the factors included, such as the use of mathematical applications and student satisfaction with technology. The equitable usage of technology will continue to be an important topic of discussion to leaders in education.

How we treat unhoused members of our society is an efficient measure of how healthy our system is. After all, if this is how we treat our most vulnerable, then what does that say about us as a society? In the past year alone, homelessness in California has increased by 12.7% and we have yet to find a humane solution for this issue. In this study we sought to understand how the town of Visalia is responding to its homelessness crisis and compared it to how other cities have addressed this issue. In January 2021, Visalia city officials conducted a “cleanup” of a populous homeless encampment. The unhoused individuals residing in this encampment were reportedly not given enough time to collect their belongings and so when an accidental fire evoked, most of their belongings were burned down. This incident is a perfect example of how city officials continue to fail at addressing this issue in a humane way.