Целью данного исследования является изучение восприятия учителями математики математического моделирования в общеобразовательных школах Казахстана. Математическое моделирование - это способ изучения реальных задач на занятиях. Кроме того, в данном исследовании рассматривается влияние взглядов некоторых комментаторов на условия работы школ и необходимость преподавания математики через реальные задачи. Исследование проводилось с использованием плана количественного корреляционного исследования, описательной статистики и T-теста.В опросе приняли участие восемьдесят четыре преподавателя математики из разных школ Казахстана. Данные были отобранны с помощью электронного и бумажного вопросника, состоящего из 24 пунктов. В начале исследования было предложено заполнить демографическую информацию (включая возраст, пол, род занятий и высший уровень образования), и опыт работы в области преподавания (включая профессиональное развитие, учебный год, тип школы). В следующем разделе участники использовали при ответе на вопрос о своих знаниях преподавание реальных задач и математических задач. Например, были проблемы с выбором, а учителя ссылались на то, есть ли ММ или нет. Следующие вопросы касались восприятия преподавателями математического моделирования. Например, хотят ли они использовать математического моделирования в своих рядах? Результаты опроса показали, что в целом не знакомы с ММ. Кроме того, учителя, которые думали, что знают математическое моделирование, вообще не знали этого должным образом. Исследование прелогает, что учителя готовы применять ММ, однако, существует множество проблем и препятствий. Например, думают что в их школе плохие возможности для преподавания математического моделирования, или в их школе существует мало учебных программ и учебников по математическому моделированию. По их мнению, ученики и родители не настроены использовать новые подходы на уроках математики. В итоге, существует высокие потребности на профессиональное развитие в области математического моделирования и адекватные отношение со стороны политиков для реализации математического моделирования.
{"title":"Подходы учителей в преподавании математики через контекст реально-жизненных ситуации в основной школе","authors":"Сындар Кайдарулы Сатбаев","doi":"10.47344/iysw.v9i0.227","DOIUrl":"https://doi.org/10.47344/iysw.v9i0.227","url":null,"abstract":"Целью данного исследования является изучение восприятия учителями математики математического моделирования в общеобразовательных школах Казахстана. Математическое моделирование - это способ изучения реальных задач на занятиях. Кроме того, в данном исследовании рассматривается влияние взглядов некоторых комментаторов на условия работы школ и необходимость преподавания математики через реальные задачи. Исследование проводилось с использованием плана количественного корреляционного исследования, описательной статистики и T-теста.В опросе приняли участие восемьдесят четыре преподавателя математики из разных школ Казахстана. Данные были отобранны с помощью электронного и бумажного вопросника, состоящего из 24 пунктов. В начале исследования было предложено заполнить демографическую информацию (включая возраст, пол, род занятий и высший уровень образования), и опыт работы в области преподавания (включая профессиональное развитие, учебный год, тип школы). В следующем разделе участники использовали при ответе на вопрос о своих знаниях преподавание реальных задач и математических задач. Например, были проблемы с выбором, а учителя ссылались на то, есть ли ММ или нет. Следующие вопросы касались восприятия преподавателями математического моделирования. Например, хотят ли они использовать математического моделирования в своих рядах? Результаты опроса показали, что в целом не знакомы с ММ. Кроме того, учителя, которые думали, что знают математическое моделирование, вообще не знали этого должным образом. Исследование прелогает, что учителя готовы применять ММ, однако, существует множество проблем и препятствий. Например, думают что в их школе плохие возможности для преподавания математического моделирования, или в их школе существует мало учебных программ и учебников по математическому моделированию. По их мнению, ученики и родители не настроены использовать новые подходы на уроках математики. В итоге, существует высокие потребности на профессиональное развитие в области математического моделирования и адекватные отношение со стороны политиков для реализации математического моделирования.","PeriodicalId":117909,"journal":{"name":"Proceedings of International Young Scholars Workshop","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125974776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In maths classrooms at every level in all countries of the world, students can be observed solving problems. The quality and genuineness of these maths problems has been the theme of many arguments and debates in recent years.In this article we are going to show and compare the performance of primary school students using our experiment. We collected 20 second-grade students and conducted a lesson with traditional way of teaching. At next lesson we had took an examination to check if our students have comprehended the material and got the results. The next lesson they were given tasks to pose problems related to the same topic we had learned last time and took another exam with the same level of difficulty and a slight change of numbers and got the results as well. The change and progress of students impressed us.
{"title":"Effects of formulating math problems on primary students` performance","authors":"Assel Abdilazim, Bagzada Auyesbay","doi":"10.47344/iysw.v9i0.228","DOIUrl":"https://doi.org/10.47344/iysw.v9i0.228","url":null,"abstract":"In maths classrooms at every level in all countries of the world, students can be observed solving problems. The quality and genuineness of these maths problems has been the theme of many arguments and debates in recent years.In this article we are going to show and compare the performance of primary school students using our experiment. We collected 20 second-grade students and conducted a lesson with traditional way of teaching. At next lesson we had took an examination to check if our students have comprehended the material and got the results. The next lesson they were given tasks to pose problems related to the same topic we had learned last time and took another exam with the same level of difficulty and a slight change of numbers and got the results as well. The change and progress of students impressed us.","PeriodicalId":117909,"journal":{"name":"Proceedings of International Young Scholars Workshop","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131047548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We explore monetary policy transmission by estimating VAR impulse response functions to illustrate the Kazakhstan economy’s response to unexpected changes in policy.This article helps to evaluate the work of the main channels of the monetary policy transmission mechanism, namely, the work of the interest rate channel, exchange rate, and lending channel in the Republic of Kazakhstan, by the help of vector regression model (VAR). It was revealed that the main transmission channel in the study period from 2005 to 2019 in Kazakhstan was the exchange rate channel.The other two remaining channels of the monetary policy transmission mechanism (the bank lending channel and the interest rate channel) were of secondary importance.We find a significant exchange rate pass-through to prices, and interest rate policy following, rather than leading, financial market developments. Our estimated monetary policy reaction function shows the central bank striking a balance between real exchange rate stability and containing inflation. We discuss dollarization, administrative interventions, and other features complicating monetary policy transmission, review specific constraints and vulnerabilities, and conclude with observations on possible measures that could raise the effectiveness of monetary policy in Kazakhstan.
{"title":"Var analysis and monetary transmission mechanism in Kazakhstan","authors":"Aliya Rakisheva, A. Kalikhan, H. Saydaliev","doi":"10.47344/iysw.v9i0.240","DOIUrl":"https://doi.org/10.47344/iysw.v9i0.240","url":null,"abstract":"We explore monetary policy transmission by estimating VAR impulse response functions to illustrate the Kazakhstan economy’s response to unexpected changes in policy.This article helps to evaluate the work of the main channels of the monetary policy transmission mechanism, namely, the work of the interest rate channel, exchange rate, and lending channel in the Republic of Kazakhstan, by the help of vector regression model (VAR). It was revealed that the main transmission channel in the study period from 2005 to 2019 in Kazakhstan was the exchange rate channel.The other two remaining channels of the monetary policy transmission mechanism (the bank lending channel and the interest rate channel) were of secondary importance.We find a significant exchange rate pass-through to prices, and interest rate policy following, rather than leading, financial market developments. Our estimated monetary policy reaction function shows the central bank striking a balance between real exchange rate stability and containing inflation. We discuss dollarization, administrative interventions, and other features complicating monetary policy transmission, review specific constraints and vulnerabilities, and conclude with observations on possible measures that could raise the effectiveness of monetary policy in Kazakhstan.","PeriodicalId":117909,"journal":{"name":"Proceedings of International Young Scholars Workshop","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127102904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
O. Nurbavliyev, S. Kaymak, A. Almas, Mbala Omar Abedi
AbstractThe aim of this research was to investigate the effect of project-based learning (PBL) on second-course education mathematics students’ achievement. The study was carried out 5 weeks with 37 students in a principle of geometry course at SuleymanDemirel University in Kazakhstan.The final results were obtained to measure students’ academic achievement as pre-test and post-test were obtained.Data were analyzed using a t-test. The results of the achievement test indicated PBL has a significant positive effect on students’ achievement in the principle of geometry course.
{"title":"THE EFFECT OF PROJECT-BASED LEARNING ON STUDENTS’ ACHIEVEMENT IN MATHEMATICS","authors":"O. Nurbavliyev, S. Kaymak, A. Almas, Mbala Omar Abedi","doi":"10.47344/iysw.v9i0.173","DOIUrl":"https://doi.org/10.47344/iysw.v9i0.173","url":null,"abstract":"AbstractThe aim of this research was to investigate the effect of project-based learning (PBL) on second-course education mathematics students’ achievement. The study was carried out 5 weeks with 37 students in a principle of geometry course at SuleymanDemirel University in Kazakhstan.The final results were obtained to measure students’ academic achievement as pre-test and post-test were obtained.Data were analyzed using a t-test. The results of the achievement test indicated PBL has a significant positive effect on students’ achievement in the principle of geometry course.","PeriodicalId":117909,"journal":{"name":"Proceedings of International Young Scholars Workshop","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116034677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Қазақ тілінің әліпбиін реформалау – күн тәртібіндегі басты мәселе екені белгілі. Соңғы үш жылда үш әліпби (диграфты, апострофты және акутты) нұсқасы ұсынылып, көпшілік талқысына түсті. Ғалымдар мен қалың бұқара үш нұсқаны да қолдамады. 2019 жылдың 21 қазанында Президент Қ.Тоқаев тіл мамандарына соңғы акутты нұсқаны жетілдіру туралы тапсырма берді. Президент тапсырмасын орындау мақсатында Ш.Шаяхметов атындағы «Тіл - Қазына» ұлттық ғылыми-практикалық орталығының тілші ғалымдардан құралған жұмыс тобы жетілдірілген әліпби нұсқасын дайындады. Кейбір ғалымдар жетілдірілген нұсқадағы «и», «й», «у» дыбыстарының таңбалануымен келіспей, Ә.Жүнісбектің «Ұлттық әліпби» нұсқасын ұсынып, қарсы уәж білдірді. Біздің мақсатымыз – әліпби нұсқаларына (акутты, жетілдірілген, ұлттық) лингвистикалық, әдістемелік талдау жасап, артықшылықтары мен кемшіліктерін анықтау және оқытуға ыңғайлы нұсқаны көрсету. Ол үшін талдау, салыстыру, жалпылау әдістері қолданылды. Нәтижесінде үш әліпби ішінен жетілдірілген әліпби нұсқасының қазақ жазуын дамыту әлеуеті жоғары екені, сондай-ақ қазіргі жазарман мен оқырман үшін көп қиындық туғызбайтыны анықталды.Кілт сөздер: латын әліпбиі, қазақ жазуы, әдістеме.
{"title":"Латын графикасына негізделген әліпби нұсқаларына лингвоәдістемелік талдау","authors":"Шынар Манаповна Багиева","doi":"10.47344/iysw.v9i0.132","DOIUrl":"https://doi.org/10.47344/iysw.v9i0.132","url":null,"abstract":"Қазақ тілінің әліпбиін реформалау – күн тәртібіндегі басты мәселе екені белгілі. Соңғы үш жылда үш әліпби (диграфты, апострофты және акутты) нұсқасы ұсынылып, көпшілік талқысына түсті. Ғалымдар мен қалың бұқара үш нұсқаны да қолдамады. 2019 жылдың 21 қазанында Президент Қ.Тоқаев тіл мамандарына соңғы акутты нұсқаны жетілдіру туралы тапсырма берді. Президент тапсырмасын орындау мақсатында Ш.Шаяхметов атындағы «Тіл - Қазына» ұлттық ғылыми-практикалық орталығының тілші ғалымдардан құралған жұмыс тобы жетілдірілген әліпби нұсқасын дайындады. Кейбір ғалымдар жетілдірілген нұсқадағы «и», «й», «у» дыбыстарының таңбалануымен келіспей, Ә.Жүнісбектің «Ұлттық әліпби» нұсқасын ұсынып, қарсы уәж білдірді. Біздің мақсатымыз – әліпби нұсқаларына (акутты, жетілдірілген, ұлттық) лингвистикалық, әдістемелік талдау жасап, артықшылықтары мен кемшіліктерін анықтау және оқытуға ыңғайлы нұсқаны көрсету. Ол үшін талдау, салыстыру, жалпылау әдістері қолданылды. Нәтижесінде үш әліпби ішінен жетілдірілген әліпби нұсқасының қазақ жазуын дамыту әлеуеті жоғары екені, сондай-ақ қазіргі жазарман мен оқырман үшін көп қиындық туғызбайтыны анықталды.Кілт сөздер: латын әліпбиі, қазақ жазуы, әдістеме.","PeriodicalId":117909,"journal":{"name":"Proceedings of International Young Scholars Workshop","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128544055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article discusses the methodological problem of familiarizing a younger student with the concepts of "share" and "fraction" in an elementary school mathematics course. In mathematics textbooks for elementary grades, a student receives information about fractions only through a system of practical actions on real objects, quantities and a description of these actions in the language of special mathematical symbols. Teaching fractions is an integral part of the math program. But why are fractions so hard to understand for children? There are three big things that confuse children most often.1. We often ask children to complete a series of steps without understanding the reasons for these steps. Sometimes, when they are younger, students are not even ready for the development of concepts.2. Children often have misconceptions about all the complex topics of mathematics, including fractions. When we can help children resist these misconceptions, learning is often easier.3. Children struggle with fractions for the same reason that children struggle with many new concepts: they just need practice. Examples of such practical actions are given in the article.
{"title":"“INVESTIGATE MATHEMATICAL CREATIVITY IN THE FRACTIONS TOPIC IN FIFTH GRADE STUDENTS”","authors":"Meruyert Maratkyzy Assan","doi":"10.47344/iysw.v9i0.218","DOIUrl":"https://doi.org/10.47344/iysw.v9i0.218","url":null,"abstract":"The article discusses the methodological problem of familiarizing a younger student with the concepts of \"share\" and \"fraction\" in an elementary school mathematics course. In mathematics textbooks for elementary grades, a student receives information about fractions only through a system of practical actions on real objects, quantities and a description of these actions in the language of special mathematical symbols. Teaching fractions is an integral part of the math program. But why are fractions so hard to understand for children? There are three big things that confuse children most often.1. We often ask children to complete a series of steps without understanding the reasons for these steps. Sometimes, when they are younger, students are not even ready for the development of concepts.2. Children often have misconceptions about all the complex topics of mathematics, including fractions. When we can help children resist these misconceptions, learning is often easier.3. Children struggle with fractions for the same reason that children struggle with many new concepts: they just need practice. Examples of such practical actions are given in the article.","PeriodicalId":117909,"journal":{"name":"Proceedings of International Young Scholars Workshop","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128188966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Zinauova Bekbolatkyzy Nurgul, Tautanova Zere, H. Saydaliev
This paper shows monetary policy indicator which better explains Kazakhstani transmission mechanism. The study also discusses how foreign monetary policy or oil prices affect domestic macroeconomic variables. We use a seven variable by utilizing quarterly time series data from Kazakhstan covering the period from January 2005 to December 2017. They are: interest rate, exchange rate, output, reserve money, consumer price index, then, World oil price index and Federal Funds rate.
{"title":"Monetary Policy and the Real Economy: A Structural VAR Approach for Kazakhstan","authors":"Zinauova Bekbolatkyzy Nurgul, Tautanova Zere, H. Saydaliev","doi":"10.47344/iysw.v9i0.126","DOIUrl":"https://doi.org/10.47344/iysw.v9i0.126","url":null,"abstract":"This paper shows monetary policy indicator which better explains Kazakhstani transmission mechanism. The study also discusses how foreign monetary policy or oil prices affect domestic macroeconomic variables. We use a seven variable by utilizing quarterly time series data from Kazakhstan covering the period from January 2005 to December 2017. They are: interest rate, exchange rate, output, reserve money, consumer price index, then, World oil price index and Federal Funds rate.","PeriodicalId":117909,"journal":{"name":"Proceedings of International Young Scholars Workshop","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127640325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
В статье рассматривается актуальность вопросов обучения бакалавров предпринимательской деятельности. Показана актуальность этого знания в условиях Казахстана. При рассмотрении данного вопроса автор опирается на основные государственные программы и документы, определяющие стратегию развития страны, в образовательной сфере в том числе. Отмечается, что проблемы обучения бакалавров педагогической направленности предпринимательству недостаточно исследованы. Между тем, по мнению автора, в настоящее время вопросы рыночного подхода к образованию как никогда актуальны.В статье рассматриваются региональные рынки образовательных услуг, обобщается опыт исследователей о предпринимательстве в области образования. Автор также акцентирует внимание на важности предпринимательских компетенций учителя, при этом замечает, что рассматриваемая проблема требует дальнейшего изучения
{"title":"К вопросу обучения бакалавров предпринимательству","authors":"Mehmet Tas","doi":"10.47344/iysw.v9i0.214","DOIUrl":"https://doi.org/10.47344/iysw.v9i0.214","url":null,"abstract":"В статье рассматривается актуальность вопросов обучения бакалавров предпринимательской деятельности. Показана актуальность этого знания в условиях Казахстана. При рассмотрении данного вопроса автор опирается на основные государственные программы и документы, определяющие стратегию развития страны, в образовательной сфере в том числе. Отмечается, что проблемы обучения бакалавров педагогической направленности предпринимательству недостаточно исследованы. Между тем, по мнению автора, в настоящее время вопросы рыночного подхода к образованию как никогда актуальны.В статье рассматриваются региональные рынки образовательных услуг, обобщается опыт исследователей о предпринимательстве в области образования. Автор также акцентирует внимание на важности предпринимательских компетенций учителя, при этом замечает, что рассматриваемая проблема требует дальнейшего изучения","PeriodicalId":117909,"journal":{"name":"Proceedings of International Young Scholars Workshop","volume":"PP 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126354624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research broadens the Strategic Entrepreneurship construct. This research aims to clarify the relationship between strategic and entrepreneurial activities with competitive landscape changes by questioning is the firm limited to the current boundary of competition? By integrating the competitive dynamics and multimarket competition theory, the study finds the correlative relationship between Strategic Entrepreneurship activities with competitive landscape shifts. The study found that explorative activities do not have any commonalities with traditional competitors. Also, the high involvement competitive tension with rival causes the firm to go beyond its current landscape, which enables the incumbent firm to increase the market commonality with new competitors and traditional competitors. The research also looking for the anomalies that emerged within the process of it and give several explanations for that. By analyzing the M&A history (between 1995 - 2019) of big players in the consumer goods industry which has a similar core (Procter & Gamble and Unilever) I found the support to the hypothesis.Keywords: explorative activities, exploitative activities, competitive tension, competitive landscape
{"title":"Competitive Landscape Shift: When does a competitor matter?","authors":"Takhaui Kamzabek","doi":"10.47344/iysw.v9i0.121","DOIUrl":"https://doi.org/10.47344/iysw.v9i0.121","url":null,"abstract":"This research broadens the Strategic Entrepreneurship construct. This research aims to clarify the relationship between strategic and entrepreneurial activities with competitive landscape changes by questioning is the firm limited to the current boundary of competition? By integrating the competitive dynamics and multimarket competition theory, the study finds the correlative relationship between Strategic Entrepreneurship activities with competitive landscape shifts. The study found that explorative activities do not have any commonalities with traditional competitors. Also, the high involvement competitive tension with rival causes the firm to go beyond its current landscape, which enables the incumbent firm to increase the market commonality with new competitors and traditional competitors. The research also looking for the anomalies that emerged within the process of it and give several explanations for that. By analyzing the M&A history (between 1995 - 2019) of big players in the consumer goods industry which has a similar core (Procter & Gamble and Unilever) I found the support to the hypothesis.Keywords: explorative activities, exploitative activities, competitive tension, competitive landscape","PeriodicalId":117909,"journal":{"name":"Proceedings of International Young Scholars Workshop","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126279763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Artificial Intelligence which seemed to be a distant dream at some point has now come out of the science fiction movies to our reality and has gathered momentum over past few years and has led to many developments in almost all the sectors. No sector will remain untouched by artificial intelligence and Intellectual Property Rights too will not be an exception to the same. The impact of Artificial Intelligence in the field of Intellectual Property Rights will be two ways, on one hand Artificial Intelligence will prove to be an asset in the areas of patent and patent search tools, accurate and timely research, providing a mechanism to sort out inventions and ideas and provide with a mechanism to the innovator on the patents already existing similar to his idea and many other things but on the other hand the Artificial Intelligence might also prove to be a threat to innovation and creativity which is the heart and soul of Intellectual Property Rights. The research paper will discuss in detail about the impact of Artificial Intelligence on Intellectual Property Rights, the pros and cons of Artificial Intelligence on creativity and innovation in IPR and will also deal with the future scope of Artificial Intelligence in Intellectual Property Rights.
{"title":"Impact of Artificial Intelligence on Intellectual Property Rights","authors":"N. K. Upadhyay, M. Rathee","doi":"10.47344/iysw.v9i0.192","DOIUrl":"https://doi.org/10.47344/iysw.v9i0.192","url":null,"abstract":"Artificial Intelligence which seemed to be a distant dream at some point has now come out of the science fiction movies to our reality and has gathered momentum over past few years and has led to many developments in almost all the sectors. No sector will remain untouched by artificial intelligence and Intellectual Property Rights too will not be an exception to the same. The impact of Artificial Intelligence in the field of Intellectual Property Rights will be two ways, on one hand Artificial Intelligence will prove to be an asset in the areas of patent and patent search tools, accurate and timely research, providing a mechanism to sort out inventions and ideas and provide with a mechanism to the innovator on the patents already existing similar to his idea and many other things but on the other hand the Artificial Intelligence might also prove to be a threat to innovation and creativity which is the heart and soul of Intellectual Property Rights. The research paper will discuss in detail about the impact of Artificial Intelligence on Intellectual Property Rights, the pros and cons of Artificial Intelligence on creativity and innovation in IPR and will also deal with the future scope of Artificial Intelligence in Intellectual Property Rights.","PeriodicalId":117909,"journal":{"name":"Proceedings of International Young Scholars Workshop","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123029731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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