Rosemarie Emanuele

"Math Geek Mom"

Although she holds a Ph.D. in economics from Boston College, Rosemarie Emanuele is a professor and the chair of the Department of Mathematics at Ursuline College in Pepper Pike, Ohio, just outside of Cleveland. She loves to teach math but also pursues research related to the economics of nonprofit organizations and volunteer labor, and has published in both economics and interdisciplinary journals — as well as in the book that inspired this blog. She is the proud mother of a wonderful daughter.

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Most Recent Articles

February 28, 2013
One of the cool aspects of teaching college is that I get to learn things from my students that I would not otherwise learn. My need to learn from them most often occurs because I live in a very different world than they do, especially in regards to my relationship to technology.
February 21, 2013
A professor in a course in Labor Economics in graduate school once described the workings of the national conference where job searches were held, outlining behavior that might be seen as illegal in many other contexts. For example, it was not uncommon at the time for schools that were hiring to get together before any interviews began to discuss what salaries would be offered that year to those hired at different ranks. He asked us to try to explain how such behavior could not be seen as collusive price setting behavior, and we were all at a loss for words.
February 14, 2013
As Labor Economics was one of my fields in graduate school, I always look at any hiring process with special interest. I therefore was intrigued at the new job opening I learned of Monday, with the news that our current Pope is resigning.
February 7, 2013
When I teach Algebra, I often get a chuckle out of my students when I tell them to just “plug and chug” with an equation. What I mean is for them to substitute values of a variable into an equation and then to find the value the equation now represents. I have found myself thinking of this recently as I recall an equation that I once applied “plug and chug” to when I took a class in Quantum Physics in college.
January 31, 2013
When I teach Economics, I often find myself teaching about the effects of a tax on the supply and demand curves for a product. While a tax can be levied on a producer or a consumer, it is generally the case that the producer and consumer will each pay a portion of that tax in the end, once the equilibrium price changes in response to the tax. Indeed, the degree to which a consumer and producer share the cost of a tax depends on how willing those agents are to change their behavior in response to a change in price. In economic language, we say that who actually pays a tax “depends on the elasticities.”
January 24, 2013
When we think about a continuous variable, that is, one that can take on any value along the number line, we note that the chance that it will take on any pre-determined value is equal to zero. For example, if we want to know whether the variable takes on a value of two, would we be willing to accept a value of 1.9 instead? How about 1.99? Or 1.999? Or 1.999 with a sequence of 9s going on into the next county but, presumably, never actually equaling two? Since it is clear that one can get infinitesimally close to any arbitrary value without actually equaling that value, we say that the probability of a continuous variable actually equaling some predetermined value is zero.
January 17, 2013
In Economics we talk about maximizing “utility” subject to a given constraint. For example, a shopper wants to choose the best combination of groceries that can be purchased given their present budget. I thought of this recently, as I recalled a class I fell into in my last days of college. Realizing that tuition had been paid that allowed me to take up to eighteen credits my last semester, and also assuming that I would never again have access to courses in Theology or Philosophy, I decided to take as many of those classes as I could before graduating.
January 10, 2013
When I first tried to teach my daughter division, I taught her to ask how many objects she could allocate evenly among a given number of piles of that object. For example, if you wanted to make six piles of marbles, how many marbles would end up in each pile if you began with twenty four marbles?  I found myself thinking of this recently, as I remembered frequent carpools for teenage excursions, often heading towards the Southern part of my home state, Connecticut. I would meet up with friends to allocate those of us without cars among a set number of cars driven by friends.
January 3, 2013
When I was in grammar school, I used to say that I wanted to grow up to be an archeologist. Having not yet discovered Economics, I could not think of any other way to combine my love of social studies, math and science all at once. Had I pursued that line of study, I hope that I would have had some intelligent things to say about the idea that the Mayan calendar predicted the end of the world on December 21, as did others. Since that day has come and gone, I think it is safe to say that any predictions based on those calendars foretelling the end of the world as we know it were incorrect. Now that we know that the world is not ending quite yet, I want to share some thoughts on what we did not lose on December 21, 2012, as the New Year unfolds.
December 20, 2012
When I teach Calculus, I often begin by comparing the difference between Calculus and Discrete Math to the difference between the individual frames of an old-fashioned movie tape and the movie when shown on a projector. I tell them that, while algebra and all of discrete math looks at individual situations, or “frames”, Calculus can study a world of continuous motion. This analogy has been on my mind lately as I find myself recalling scenes from past holidays with my daughter. Individually interesting, they run together into a “movie” of emotions that grabs me at this time of the year.

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