an article by Li Liu, Yang Xiao, Jingyuan Zhang, Andrew Faulkner and Keith Weber published in International Journal of Security and Networks Volume 6 Number 2/3 (2011)
Abstract
There is no doubt that Microsoft Word is the leading personal word processing software on the Windows platform. The intuitive user interface provides convenient editing as if it was doing so on a real note pad for publication. Even though users apparently see what they put on the electronic document in Word format, not-apparent information is recorded by the software itself based on the users' behaviour or identification. This information is called “Hidden Information”. In this paper, we discuss what is concealed in the Word file and its related issues.
Hazel’s comment:
Current price for online access to this article is Thirty Euros but if you can find an institution through which you can get access then it makes for an interesting read. Specifically for those who use the program without wondering about the how or even why.
Wednesday, 4 January 2012
How Much Do Educational Outcomes Matter in OECD Countries?
an article by Eric A. Hanushek and Ludger Woessman (Hoover Institution, Stanford University, NBER and CESifo; University of Munich, Ifo Institute for Economic Research, CESifo and IZA) published in Economic Policy Number 67 (July 2011)
Summary
Between 1960 and 2000, three OECD countries averaged more than four percent annual growth in per-capita GDP, while two averaged less than 1.5 percent. Despite extensive investigations of the determinants of long-run economic growth, little is known about why some developed countries have grown so much faster than others. A number of studies over the past decade have shown that human capital as measured by cognitive skills explains a significant portion of the difference in growth rates between developed and developing countries. We show that cognitive skills also can explain differences in growth within just the OECD. We then provide three innovations on past analyses.
First, we demonstrate that a wide range of measures of economic institutions have no significant relationship with long-run OECD growth once cognitive skills are accounted for.
Second, even though tertiary education is often thought to be the big advantage of developed countries, there is little evidence that it explains differential growth. In fact, the alternative of measuring cognitive skills suggests that the top end of the human capital distribution is more important in developing countries than in OECD countries.
Third, we use the estimated growth models to simulate the economic impact of improved educational outcomes.
The results suggest that the OECD as a whole could gain (in present value terms) $90-275 trillion from implementation of reform programs that bring human capital in the OECD to higher levels (but ones currently observed within the OECD). We close by discussing evidence on which education policy reforms may be able to bring about the required improvements in educational outcomes.
Full text (PDF 65pp) contains a number of data tables and formulae supporting the hypothesis.
Summary
Between 1960 and 2000, three OECD countries averaged more than four percent annual growth in per-capita GDP, while two averaged less than 1.5 percent. Despite extensive investigations of the determinants of long-run economic growth, little is known about why some developed countries have grown so much faster than others. A number of studies over the past decade have shown that human capital as measured by cognitive skills explains a significant portion of the difference in growth rates between developed and developing countries. We show that cognitive skills also can explain differences in growth within just the OECD. We then provide three innovations on past analyses.
First, we demonstrate that a wide range of measures of economic institutions have no significant relationship with long-run OECD growth once cognitive skills are accounted for.
Second, even though tertiary education is often thought to be the big advantage of developed countries, there is little evidence that it explains differential growth. In fact, the alternative of measuring cognitive skills suggests that the top end of the human capital distribution is more important in developing countries than in OECD countries.
Third, we use the estimated growth models to simulate the economic impact of improved educational outcomes.
The results suggest that the OECD as a whole could gain (in present value terms) $90-275 trillion from implementation of reform programs that bring human capital in the OECD to higher levels (but ones currently observed within the OECD). We close by discussing evidence on which education policy reforms may be able to bring about the required improvements in educational outcomes.
Full text (PDF 65pp) contains a number of data tables and formulae supporting the hypothesis.
Is There a Difference Between Critical Thinking and Information Literacy?
an article by John M Weiner published in JIL: Journal of Information Literacy Volume 5 Number 2 (2011)
Abstract
This paper investigates the similarities and differences between two important ideas in information processing and knowledge utilisation. Those ideas are [critical thinking] and [information literacy]. The two phrases are shown in brackets to indicate that the two words involved in each idea are not arbitrarily combined but have been coupled by authors to represent a single entity or a focus for development of concepts describing the characteristics involved. By exploring terms related to this couplet from the same sentence, the meaning of each of the central ideas can be expanded. The education, library science, and health science literature were used in this study, which analysed 8745 articles dealing with [critical thinking] and 8201 reports dealing with [information literacy] included in either ERIC or PubMed from 2000-2009.
The findings showed that combinations of terms (i.e. ideas) such as [information & literacy & related term] or [critical & thinking & related term], when organised based on Bloom’s Taxonomy of Learning (Bloom 1956), clarified the similarities and differences between the two central ideas. [Information literacy] was involved in all of the cognitive functions suggested by Bloom. This finding is consistent with the definitions of [information literacy] that relate it to lifelong learning and effective decision-making. In addition, the ideas describing [information literacy] were consistent with actions and perceptions that were more public and standardised than those associated with [critical thinking].
This suggests that [information literacy] and its associated procedures could significantly augment current instruction in [critical thinking] and indeed, the possibility has been explored by some authors in the current literature. A merging of the two ideas would involve [information literacy] providing tools and techniques in the processing and utilisation of knowledge and [critical thinking] supplying the particulars and interpretations associated with a specific discipline. This type of integration could lead to instructional programs similar in concept and application to those in research methodology where methods from statistics are integrated with the techniques and skills associated with a specific discipline. The development of a curriculum of this type would change functions and perceptions from private, individualised mentation, now associated with [critical thinking], to a more easily learned and practiced process suitable across the breadth of disciplines.
Full text (PDF 13pp) with some explanatory diagrams in colour. Worth printing.
Abstract
This paper investigates the similarities and differences between two important ideas in information processing and knowledge utilisation. Those ideas are [critical thinking] and [information literacy]. The two phrases are shown in brackets to indicate that the two words involved in each idea are not arbitrarily combined but have been coupled by authors to represent a single entity or a focus for development of concepts describing the characteristics involved. By exploring terms related to this couplet from the same sentence, the meaning of each of the central ideas can be expanded. The education, library science, and health science literature were used in this study, which analysed 8745 articles dealing with [critical thinking] and 8201 reports dealing with [information literacy] included in either ERIC or PubMed from 2000-2009.
The findings showed that combinations of terms (i.e. ideas) such as [information & literacy & related term] or [critical & thinking & related term], when organised based on Bloom’s Taxonomy of Learning (Bloom 1956), clarified the similarities and differences between the two central ideas. [Information literacy] was involved in all of the cognitive functions suggested by Bloom. This finding is consistent with the definitions of [information literacy] that relate it to lifelong learning and effective decision-making. In addition, the ideas describing [information literacy] were consistent with actions and perceptions that were more public and standardised than those associated with [critical thinking].
This suggests that [information literacy] and its associated procedures could significantly augment current instruction in [critical thinking] and indeed, the possibility has been explored by some authors in the current literature. A merging of the two ideas would involve [information literacy] providing tools and techniques in the processing and utilisation of knowledge and [critical thinking] supplying the particulars and interpretations associated with a specific discipline. This type of integration could lead to instructional programs similar in concept and application to those in research methodology where methods from statistics are integrated with the techniques and skills associated with a specific discipline. The development of a curriculum of this type would change functions and perceptions from private, individualised mentation, now associated with [critical thinking], to a more easily learned and practiced process suitable across the breadth of disciplines.
Full text (PDF 13pp) with some explanatory diagrams in colour. Worth printing.
OECD Statistics Newsletter - Issue 54 (December 2011)
Contents
Measuring Multi-Factor Productivity by Industry: Methodology and First Results from the OECD Productivity Database
Benoit Arnaud, Julien Dupont, Seung-Hee Koh and Paul Schreyer, OECD Statistics Directorate
New ECB Statistics on Securitisation
Clive Jackson and Jani Matilainen, European Central Bank
The Relationship between Quarterly and Annual Growth Rates
Philip Cross and Diana Wyman, Statistics Canada
International Seminar on the New Framework for Economic Statistics: Global Standards and Implementation
Young Bae Kim, Director-General of Economic Statistics Department, Bank of Korea
New ECB Statistics on Euro Area Insurance Corporations and Pension Funds
Rafael Quevedo, Leda Tiktopoulou and Barbara Zupancic, European Central Bank
Recent publications
Forthcoming meetings
Measuring Multi-Factor Productivity by Industry: Methodology and First Results from the OECD Productivity Database
Benoit Arnaud, Julien Dupont, Seung-Hee Koh and Paul Schreyer, OECD Statistics Directorate
New ECB Statistics on Securitisation
Clive Jackson and Jani Matilainen, European Central Bank
The Relationship between Quarterly and Annual Growth Rates
Philip Cross and Diana Wyman, Statistics Canada
International Seminar on the New Framework for Economic Statistics: Global Standards and Implementation
Young Bae Kim, Director-General of Economic Statistics Department, Bank of Korea
New ECB Statistics on Euro Area Insurance Corporations and Pension Funds
Rafael Quevedo, Leda Tiktopoulou and Barbara Zupancic, European Central Bank
Recent publications
Forthcoming meetings
Use of conceptual models in self-evaluation of personal competences in learning and in planning for change
an article by Natasha Kersh, Karen Evans and Seppo Kontiainen (Institute of Education, University of London) and Howard Bailey (2nCompass and Striding Out consultants) published in International Journal of Training and Development Volume 15 Issue 4 (December 2011)
Abstract
This paper demonstrates the use of conceptual modelling to assist with the competence development of adult learners with interrupted occupational and learning careers. The research introduces a self-evaluation approach used with a group of adult female students in the United Kingdom. The study aimed at increasing learners’ awareness of the qualities and nature of their individual learning processes. The paper applies Kontiainen’s dynamic concept analysis modelling method as a tool to assist individual students in the evaluation of their personal competences in learning. The findings of the current study suggest that providing adult learners with opportunities to evaluate their own competences may facilitate a process of making their skills visible to themselves as well as to their tutors and employers. This aims to increase their motivation to use and develop their competences. The paper provides an example and a demonstration of the self-evaluation process in action illustrated by two case studies.
Abstract
This paper demonstrates the use of conceptual modelling to assist with the competence development of adult learners with interrupted occupational and learning careers. The research introduces a self-evaluation approach used with a group of adult female students in the United Kingdom. The study aimed at increasing learners’ awareness of the qualities and nature of their individual learning processes. The paper applies Kontiainen’s dynamic concept analysis modelling method as a tool to assist individual students in the evaluation of their personal competences in learning. The findings of the current study suggest that providing adult learners with opportunities to evaluate their own competences may facilitate a process of making their skills visible to themselves as well as to their tutors and employers. This aims to increase their motivation to use and develop their competences. The paper provides an example and a demonstration of the self-evaluation process in action illustrated by two case studies.
Increasing digital channel use amongst digitally excluded Jobcentre Plus claimants
DWP Research Report 776 by Duncan Adam, Dr Maria de Hoyos and Anne E. Green (Institute for Employment Research, University of Warwick) and Vicky Campbell-Hall and Dr Andrew Thomas (TNS-BMRB)
Qualitative research was commissioned to develop an actionable approach to encourage digitally excluded claimants to use Jobcentre Plus digital channels, by increasing Jobcentre Plus’ understanding of:
Between April and June 2011, 80 face-to-face interviews with digitally excluded Jobseeker’s Allowance (JSA), Income Support (IS), Employment and Support Allowance (ESA) and Incapacity Benefit (IB) claimants, 35 telephone interviews with Jobcentre Plus staff and five telephone interviews with external digital partners were undertaken and analysed thematically (further details are presented in Chapter 1).
Full report (PDF 95pp)
ISBN 978-1-908523-26-6
Qualitative research was commissioned to develop an actionable approach to encourage digitally excluded claimants to use Jobcentre Plus digital channels, by increasing Jobcentre Plus’ understanding of:
- how to address the barriers to digital service usage;
- the behavioural strategies required to encourage digitally excluded claimants online;
- the types of services that claimants might value (which involved presenting claimants with examples of potential digital services); and
- the role of Jobcentre Plus staff and digital partners in supporting the migration of claimants to online services.
Between April and June 2011, 80 face-to-face interviews with digitally excluded Jobseeker’s Allowance (JSA), Income Support (IS), Employment and Support Allowance (ESA) and Incapacity Benefit (IB) claimants, 35 telephone interviews with Jobcentre Plus staff and five telephone interviews with external digital partners were undertaken and analysed thematically (further details are presented in Chapter 1).
Full report (PDF 95pp)
ISBN 978-1-908523-26-6
What good is moral reasoning?
an article by Hugo Mercier published in Mind & Society Volume 1 Number 2 (December 2011)
Abstract
The role of reasoning in our moral lives has been increasingly called into question by moral psychology. Not only are intuitions guiding many of our moral judgments and decisions, with reasoning only finding post-hoc rationalisations, but reasoning can sometimes play a negative role, by finding excuses for our moral violations. The observations fit well with the argumentative theory of reasoning (Mercier H, Sperber D, Behav Brain Sci, in press-b), which claims that reasoning evolved to find and evaluate arguments in dialogic contexts. This theory explains the strong confirmation bias that reasoning displays when it produces arguments, which in turn explains its tendency to rationalise our decisions. But this theory also predicts that people should be able to evaluate arguments felicitously and that, as a result, people should reason better in groups, when they are confronted with other people’s arguments. Groups are able to converge on better moral judgments. It is argued that reasoning and argumentation play an important role in our everyday moral lives, and a defence of the value of reasoning for moral change is offered.
Abstract
The role of reasoning in our moral lives has been increasingly called into question by moral psychology. Not only are intuitions guiding many of our moral judgments and decisions, with reasoning only finding post-hoc rationalisations, but reasoning can sometimes play a negative role, by finding excuses for our moral violations. The observations fit well with the argumentative theory of reasoning (Mercier H, Sperber D, Behav Brain Sci, in press-b), which claims that reasoning evolved to find and evaluate arguments in dialogic contexts. This theory explains the strong confirmation bias that reasoning displays when it produces arguments, which in turn explains its tendency to rationalise our decisions. But this theory also predicts that people should be able to evaluate arguments felicitously and that, as a result, people should reason better in groups, when they are confronted with other people’s arguments. Groups are able to converge on better moral judgments. It is argued that reasoning and argumentation play an important role in our everyday moral lives, and a defence of the value of reasoning for moral change is offered.
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