Pub Date : 2020-09-03DOI: 10.31014/aior.1993.03.03.146
Patricia E. Allanson, Charles E. Notar
This article discusses the basics of the “4 scales of measurement” and how they are applicable to research or everyday tools of life. To do this you will be able to list and describe the four types of scales of measurement used in quantitative research; provide examples of uses of the four scales of measurement; and determine the appropriate measurement scale for a research problem. The article is designed to present an overview of statistical methods in order to better understand research results. Formulas and mathematical computations will not be presented, as the goal for this article is to merely provide a basic understanding of statistical measurement.
{"title":"Statistics As Measurement: 4 Scales/Levels of Measurement","authors":"Patricia E. Allanson, Charles E. Notar","doi":"10.31014/aior.1993.03.03.146","DOIUrl":"https://doi.org/10.31014/aior.1993.03.03.146","url":null,"abstract":"This article discusses the basics of the “4 scales of measurement” and how they are applicable to research or everyday tools of life. To do this you will be able to list and describe the four types of scales of measurement used in quantitative research; provide examples of uses of the four scales of measurement; and determine the appropriate measurement scale for a research problem. The article is designed to present an overview of statistical methods in order to better understand research results. Formulas and mathematical computations will not be presented, as the goal for this article is to merely provide a basic understanding of statistical measurement.","PeriodicalId":118003,"journal":{"name":"MRN: Education Research (Topic)","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127383406","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}
Pub Date : 2018-07-06DOI: 10.3390/INVENTIONS3030044
Joshua M. Pearce
As a growing number of companies reject intellectual property (IP) monopoly-based business models to embrace libre product development of free and open source hardware and software, there is an urgent need to refurbish the instruments of university-corporate research partnerships. These partnerships generally use a proprietary standard research agreement (PSRA), which for historical reasons contains significant IP monopoly language and restrictions for both the company and the university. Such standard research agreements thus create an artificial barrier to innovation as both companies using a libre model and universities they wish to collaborate with must invest significantly to restructure the contracts. To solve this problem, this article provides a new Sponsored Libre Research Agreement (SLRA). The differences between the agreements are detailed. The advantages of using an SLRA are provided for any type of company and include: (1) minimizing research investments on reporting requirements; (2) reducing delays related to confidentiality and publication embargos; and (3) reducing both transaction and legal costs as well as research time losses associated with IP. Moving to libre agreements both speeds up and reduces costs for setting up collaborative research. Under the SLRA, university researchers can spend more time innovating for the same investment.
{"title":"Sponsored Libre Research Agreements to Create Free and Open Source Software and Hardware","authors":"Joshua M. Pearce","doi":"10.3390/INVENTIONS3030044","DOIUrl":"https://doi.org/10.3390/INVENTIONS3030044","url":null,"abstract":"As a growing number of companies reject intellectual property (IP) monopoly-based business models to embrace libre product development of free and open source hardware and software, there is an urgent need to refurbish the instruments of university-corporate research partnerships. These partnerships generally use a proprietary standard research agreement (PSRA), which for historical reasons contains significant IP monopoly language and restrictions for both the company and the university. Such standard research agreements thus create an artificial barrier to innovation as both companies using a libre model and universities they wish to collaborate with must invest significantly to restructure the contracts. To solve this problem, this article provides a new Sponsored Libre Research Agreement (SLRA). The differences between the agreements are detailed. The advantages of using an SLRA are provided for any type of company and include: (1) minimizing research investments on reporting requirements; (2) reducing delays related to confidentiality and publication embargos; and (3) reducing both transaction and legal costs as well as research time losses associated with IP. Moving to libre agreements both speeds up and reduces costs for setting up collaborative research. Under the SLRA, university researchers can spend more time innovating for the same investment.","PeriodicalId":118003,"journal":{"name":"MRN: Education Research (Topic)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132335444","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 study examines the impact of individual schooling attainment on well-defined vulnerability indicators of individuals’ expectation of future economic wellbeing, and frequency of access to food, water, healthcare, cooking fuel and cash in the past one year. OLS estimates, after correcting for a large number of potentially confounding variables, suggest that a year of schooling attainment raises expectation of better future by 0.29 percentage point and reduces the possibility that a household will be without food by 0.56 percentage point, water by 0.36, healthcare by 0.68, cooking fuel by 0.39 and income by 0.49. These estimates are significant at 1 percent. Formal tests of omitted variables suggest that unobserved variables are not likely to be driving outcomes. Since individual schooling attainment variable is obviously endogenous and is measured with error, we complement with OLS technique with Two-Stage Least Squares (2SLS) identification strategy. 2SLS estimates suggest that schooling attainment increases individual’s expectation of future economic wellbeing and reduce the possibility that individual household will be without food, water, healthcare, cooking fuel and cash. The 2SLS estimates show that a year of schooling increases the prospect of better economic wellbeing by 0.59 percentage point and reduces the likelihood of being without food, water, healthcare, cooking fuel and income by 0.71, 1.7, 1.3, 1.3 and 1.3 percentage point respectively. Chosen instruments are apparently strong and exogenous going by the outcomes of instrument strength and over-identification tests. Schooling and vulnerability relationship is mediated by the fact that the educated tends to have greater access to news media, and the educated could mount more pressure on governments to provide public goods in their localities.
{"title":"Can Schooling Reduce Vulnerability to Economic Shocks? Evidence from Nigerian Microdata","authors":"Adewole Musiliu Adeolu","doi":"10.2139/ssrn.2782410","DOIUrl":"https://doi.org/10.2139/ssrn.2782410","url":null,"abstract":"This study examines the impact of individual schooling attainment on well-defined vulnerability indicators of individuals’ expectation of future economic wellbeing, and frequency of access to food, water, healthcare, cooking fuel and cash in the past one year. OLS estimates, after correcting for a large number of potentially confounding variables, suggest that a year of schooling attainment raises expectation of better future by 0.29 percentage point and reduces the possibility that a household will be without food by 0.56 percentage point, water by 0.36, healthcare by 0.68, cooking fuel by 0.39 and income by 0.49. These estimates are significant at 1 percent. Formal tests of omitted variables suggest that unobserved variables are not likely to be driving outcomes. Since individual schooling attainment variable is obviously endogenous and is measured with error, we complement with OLS technique with Two-Stage Least Squares (2SLS) identification strategy. 2SLS estimates suggest that schooling attainment increases individual’s expectation of future economic wellbeing and reduce the possibility that individual household will be without food, water, healthcare, cooking fuel and cash. The 2SLS estimates show that a year of schooling increases the prospect of better economic wellbeing by 0.59 percentage point and reduces the likelihood of being without food, water, healthcare, cooking fuel and income by 0.71, 1.7, 1.3, 1.3 and 1.3 percentage point respectively. Chosen instruments are apparently strong and exogenous going by the outcomes of instrument strength and over-identification tests. Schooling and vulnerability relationship is mediated by the fact that the educated tends to have greater access to news media, and the educated could mount more pressure on governments to provide public goods in their localities.","PeriodicalId":118003,"journal":{"name":"MRN: Education Research (Topic)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130606621","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}
Innovation and diversity are both multidimensional terms and definitions for them are as varied as the number of academic disciplines, policy makers, and business leaders that specialize in them. Globalization brings both opportunities and challenges. However, innovation is not easy Knowledge sharing and open innovation help companies engage with the ideas and opportunities around them. Standardization also has a role in innovation. Diversity in our company enables us to: Know and serve our customers increasing their satisfaction and broadening our customer base. Inclusion is a state of being, where everyone has the opportunity to grow and succeed. Inclusion is about welcoming customers and improving communities. Diversity management is the key to growth in today's global marketplace.
{"title":"Business Innovation an Integrated Process to Manage the Customer & Employee Diversity","authors":"Arpita Mehta","doi":"10.2139/SSRN.2766774","DOIUrl":"https://doi.org/10.2139/SSRN.2766774","url":null,"abstract":"Innovation and diversity are both multidimensional terms and definitions for them are as varied as the number of academic disciplines, policy makers, and business leaders that specialize in them. Globalization brings both opportunities and challenges. However, innovation is not easy Knowledge sharing and open innovation help companies engage with the ideas and opportunities around them. Standardization also has a role in innovation. Diversity in our company enables us to: Know and serve our customers increasing their satisfaction and broadening our customer base. Inclusion is a state of being, where everyone has the opportunity to grow and succeed. Inclusion is about welcoming customers and improving communities. Diversity management is the key to growth in today's global marketplace.","PeriodicalId":118003,"journal":{"name":"MRN: Education Research (Topic)","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121397227","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 paper represents proceedings of RANEPA Master of Global Public Policy academic programme. Author discussing new role of Rosobrnadzor (russian federal regulatory agency that supervise for law enforcement in the higher education). The historical context and international experience used as a source for general model description.
{"title":"Changing the Role of Federal Service for Supervision in the Sphere of Science and Education","authors":"A. Pyshkin","doi":"10.2139/SSRN.2566666","DOIUrl":"https://doi.org/10.2139/SSRN.2566666","url":null,"abstract":"This paper represents proceedings of RANEPA Master of Global Public Policy academic programme. Author discussing new role of Rosobrnadzor (russian federal regulatory agency that supervise for law enforcement in the higher education). The historical context and international experience used as a source for general model description.","PeriodicalId":118003,"journal":{"name":"MRN: Education Research (Topic)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115532610","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}
Pub Date : 1900-01-01DOI: 10.5465/AMBPP.2013.14778ABSTRACT
Varghese P. George
Discontinuities in markets and technology as well as issues of performance are roiling the field of higher education. Despite the profusion of educational and learning concepts, a comprehensive model for both explaining and testing for educational performance has been hard to come by. The paper starts with a brief retrospect of the better-known conceptualizations of learning and educational processes. Next, built atop the Community of Inquiry framework and employing the typology for the purposes of communication under knowledge-intensive environments, a Communication-Focused Model for Learning and Education is proposed. With clearly laid out causal linkages, the model shows how the sub-components of a communication-based design aggregate to a comprehensive educational design. Such educational design in turn is shown to influence the learning processes and, finally, the quality of learning, which can be assessed better with the proposed comprehensive model. Suggestions for the empirical applications of the model and for its heuristic extrapolations to arrive at new educational designs are provided.
{"title":"A Communication-Focused Model for Learning and Education","authors":"Varghese P. George","doi":"10.5465/AMBPP.2013.14778ABSTRACT","DOIUrl":"https://doi.org/10.5465/AMBPP.2013.14778ABSTRACT","url":null,"abstract":"Discontinuities in markets and technology as well as issues of performance are roiling the field of higher education. Despite the profusion of educational and learning concepts, a comprehensive model for both explaining and testing for educational performance has been hard to come by. The paper starts with a brief retrospect of the better-known conceptualizations of learning and educational processes. Next, built atop the Community of Inquiry framework and employing the typology for the purposes of communication under knowledge-intensive environments, a Communication-Focused Model for Learning and Education is proposed. With clearly laid out causal linkages, the model shows how the sub-components of a communication-based design aggregate to a comprehensive educational design. Such educational design in turn is shown to influence the learning processes and, finally, the quality of learning, which can be assessed better with the proposed comprehensive model. Suggestions for the empirical applications of the model and for its heuristic extrapolations to arrive at new educational designs are provided.","PeriodicalId":118003,"journal":{"name":"MRN: Education Research (Topic)","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125119931","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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