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flowchart LR
A["A shock<br/>lands on<br/>some places"] --> B["Those places<br/>vote<br/>differently"]
B --> C["Some people<br/>leave; money<br/>comes back"]
C --> D["Those who stay,<br/>and those who arrive,<br/>live apart"]
Diversity in a Globalized World
Lecture 5: What You Now Know
Where the Week Went
Four days, four questions
| Day | Question | The short answer |
|---|---|---|
| Mon | Who paid for globalization? | Particular places, not a country |
| Tue | What did that do to politics? | It moved votes — but not only it |
| Wed | Why do people leave? | Because they can, not only because they must |
| Thu | Who lives next to whom? | Not each other, and nobody had to intend it |
One argument, in four moves
I. What You Can Now Do
The ledger
| On Monday you could not | Today you can |
|---|---|
| Read a choropleth critically | Ask what one shape is, and what the scale hides |
| Get data out of a file | Load, filter and plot a real dataset |
| Make a map | Make three, titled, labelled and sourced |
| Read a journal article | Multi-pass: abstract, figures, then the words |
| Say “this proves…” | Say what it shows, and what it cannot |
Say it the way a CV says it
- Built choropleth maps of Mexican municipal census data (R/
ggplot2, Excel or Tableau) - Computed and interpreted an index of dissimilarity
- Wrote a short empirical report: question, figures, interpretation, limitations
- Presented quantitative findings and defended methodological choices under questioning
The four papers you read
| Journal | Paper |
|---|---|
| Annual Review of Economics | Autor, Dorn & Hanson (2016), the China shock |
| Journal of Democracy | Bermeo (2016), on democratic backsliding |
| Journal of Economic Perspectives | Clemens (2011), trillion-dollar bills |
| American Economic Review | Arceo-Gómez & Campos-Vázquez (2014), discrimination in Mexico |
Four of the strongest outlets in economics and political science, in one week.
The thing you actually built
- A question nobody assigned you
- Two or three maps, a simple graph, a complex one
- An interpretation in your own words
- A paragraph on what your own evidence cannot support
- A working file that reproduces all of it
That is a portfolio piece.
II. Why the Week Ran This Way
Four choices, and the reason for each
- One article a day
- Data instead of opinion. Everyone has a view on migration; few have seen the numbers
- Questions without hands up. Not to catch you out
- a class where 3 people volunteer is a class where 3 people learn
- Phones down. To minimize distractions and keep everyone engaged in the discussion.
And where I might be wrong
- Four days is not long enough for what I asked of you, and I know it
- R may have cost some of you an evening that should have gone into the argument
III. Five Mornings
What stays after today
- The course site stays online — every slide, every dataset, every link
- The worked reports — three finished examples you can still copy the structure of
- The research workshop decks — the rest of the R you would need, free, already paid for
- The data — INEGI, V-Dem, the migration panel, the China shock files. Real data, reusable
- A report with your name on it
Course site: bgpopescu.net/teaching/diversity · bgpopescu@tec.mx
IV. Before You Go
Teaching Evaluation
Popescu (TEC) Diversity in a Globalized World — Lecture 5: Course Closing