AcaWiki - User contributions [en]

User talk:Mike Linksvayer

2021-06-26T00:26:35Z

Benjamin Mako Hill: /* Math mode */

Thanks, Mike, for all your contributions to the site--online and off! [[User:Jodi.a.schneider|Jodi.a.schneider]] 00:25, 7 October 2009 (UTC)

== Summaries wanted ==

That's such a brilliant aspect of AcaWiki that it should be its own siebar link with a dedicated form/template/extension written to make it simple to use.

This is something we could easily ask everyone to fill ou - a few quick requests for summaries; with and without bounties. The bounties could be fun things like "I will find and upload X in exchange" (where X could be summaries of great PD or free papers, to be thematic), or donations to an AcaWiki fund, or amazon giftcards... [[User:Sj|Sj]] 02:17, 15 December 2012 (CET)

== Hi! I meant to check in . . . . ==

Yes, hello! Thank you for welcoming people to the site. I meant to say hello. I am a Wikimedia-DC person, along with other things, and a group is trying to make a system for tracking scientific refutations and disputes. . . . as you may see. If you are coming to an upcoming WikiConference or Wikimania or WikiSym, it would be good to talk about it. AcaWiki is a good platform for us to try it on and perhaps to keep it on. We want to connect somehow to the mega list of academic works that is or will be on Wikidata. -- [[User:Pbmeyer|Pbmeyer]] ([[User talk:Pbmeyer|talk]]) 04:38, 12 May 2014 (UTC)

== Request to delete ==
Hi Mike. I spotted some spam, but I can't delete the page since I'm not an administrator (or maybe I just don't know how). [[A_few_details_on_how_to_opt_a_established_medical_billing_company]] [[User:Charmonium|Charmonium]] ([[User talk:Charmonium|talk]]) 10:15, 19 February 2021 (UTC)

: Thanks, deleted! I haven't looked into permissions in a long time ... delete would be under "more" to the right of watchlist/star and to the left of the search box, if you're able. Happy to look again and recall how to grant permissions if you see other stuff that you'd like to help with but aren't allowed to. [[User:Mike Linksvayer|Mike Linksvayer]] ([[User talk:Mike Linksvayer|talk]]) 23:49, 19 February 2021 (UTC)

== Math mode ==

Hello, Mike! Thanks for this site. I plan on uploading my whole qual exam notes, and nudging my friends to do so as well.

However, some of my notes contain mathematical formulae. Is there any chance we could get [https://www.mediawiki.org/wiki/Extension:Math Wikimedia's Math extension]? <math>test</math> [[User:Charmonium|Charmonium]] ([[User talk:Charmonium|talk]]) 07:35, 26 February 2021 (UTC)

:That's great, and I don't see why I couldn't install it. Let me see if I can get to it over the weekend. Will update here. [[User:Mike Linksvayer|Mike Linksvayer]] ([[User talk:Mike Linksvayer|talk]]) 01:11, 27 February 2021 (UTC)
:I need to do some long-overdue upgrades before installing the Math extension, which I'm partway through. Possibility of some downtime while I complete. [[User:Mike Linksvayer|Mike Linksvayer]] ([[User talk:Mike Linksvayer|talk]]) 03:07, 28 February 2021 (UTC)
:[[User:Charmonium|Charmonium]] I've installed the <math>Math</math> extension. [[User:Mike Linksvayer|Mike Linksvayer]] ([[User talk:Mike Linksvayer|talk]]) 02:32, 1 March 2021 (UTC)
:: Thanks! It looks great!! [[User:Charmonium|Charmonium]] ([[User talk:Charmonium|talk]]) 05:14, 1 March 2021 (UTC)
:[[User:Charmonium|@Charmonium]]: That's awesome that you're uploading your exam notes. I did the same when I did my exams. Let me know if there's anything else I can do to help! —[[User:Benjamin Mako Hill|mako]][[User talk:Benjamin Mako Hill|๛]] 00:26, 26 June 2021 (UTC)

== AcaWiki doesn't work on Chrome? ==
Hello, Mike! Thanks again for working on this site!

I started sending AcaWiki links to people from my lab, but it seems AcaWiki doesn't work in Google Chrome (desktop or mobile). I debugged this a little, and here is what I discovered.

* If Chrome users block this script (e.g. with uBlockOrigin): <code>https://acawiki.org/load.php?debug=false&lang=en&modules=startup&only=scripts&skin=vector</code>, then AcaWiki loads properly. Otherwise, the content shows briefly and then disappears.
* That script complains about <code>GET https://acawiki.org/Skins/acawiki/sum_auto.js net::ERR_ABORTED 404 (Not Found)</code>, which does not in fact exist.
* I debugged this a little by hand; if I comment out <code>mw.config.set({...});</code> from the <code>/load.php</code> script, then everything works. Something in there relating to the vector skin config is wrong.

Can you take a look at the skins admin page? If you don't have time, I would be happy to help out. [[User:Charmonium|Charmonium]] ([[User talk:Charmonium|talk]])
:Wow, that's terrible. Thanks for debugging. Fixed! [[User:Mike Linksvayer|Mike Linksvayer]] ([[User talk:Mike Linksvayer|talk]]) 18:37, 25 April 2021 (UTC)
:: Works great, thanks! [[User:Charmonium|Charmonium]] ([[User talk:Charmonium|talk]]) 21:40, 25 April 2021 (UTC)

Template:Ping

2021-06-26T00:26:01Z

Benjamin Mako Hill:

[[User:{{{1}}}|@{{{1}}}]]:

Template:Ping

2021-06-26T00:21:50Z

Benjamin Mako Hill:

{{{{{|subst:}}}#invoke:Reply to|replyto|<noinclude>example=Example</noinclude>|max=50}}

Template:Ping

2021-06-26T00:20:51Z

Benjamin Mako Hill: Created page with "{{{{{|safesubst:}}}#invoke:Reply to|replyto|<noinclude>example=Example</noinclude>|max=50}}"

{{{{{|safesubst:}}}#invoke:Reply to|replyto|<noinclude>example=Example</noinclude>|max=50}}

The triad

2018-01-13T00:03:33Z

Benjamin Mako Hill: fix name

{{Summary
|title=The triad
|authors=Georg Simmel
|journal=The Sociology of Georg Simmel
|pub_date=1908 (1998)
|subject=Sociology
|pub_open_access=No
|tags=
|summary=Simmel's classic article on [[The triad]] can be seen as the seminal article on networks and brokerage and, probably most correctly, as largely before its time in its treatment.

Simmel uses the article as a means of offering an ontology of different types of three-person relationships or, describing the sociological significant of the third actor.

The first type is the ''non-partisan'' or the ''mediator''. The example Simmel gives is a child in a marriage who has the function of holding the marriage together. This can happen either by strengthening a relationship between two or by creating a new indirect relationship between two people. Non-partisan can either stand equally between two positions or can stand "above" them in some sense.

The ''tertius gaudens'' is perhaps the most influential piece of the short article and describest the "third who benefits." The idea of the tertius gaudens is that it is a person who keeps people apart and who, as the gateway between the two, can extract rents. Either, the tertius can encourage the other two to compete for their favor. As the broker, the tertius can play the two sides off each other. Simmel describes the extreme form of the tertius as the buying public on a market and argues taht the advantage acruing to the tertius derives from the face that, "he has an equal, and equally independent, and for this very reason, decisive, relation to the two others."

The final major type is ''divide et impera'' (divide and rule) which is someone who creates conflict in order to gain a dominating position. This might be done through distribution of assets in such a way that creates jealousy and fighting. The most active form would actually attempt to unleash a fight between two groups.

|relevance=Simmel's short piece can be seen as the basis of much of the social network literature and, in particular, the literature on brokerage and structural holes.

An in-depth summary can be found at:
* http://ssr1.uchicago.edu/PRELIMS/Theory/simmel.html}}

The triad

2018-01-13T00:03:00Z

Benjamin Mako Hill:

{{Summary
|title=The triad
|authors=George Simmel
|journal=The Sociology of Georg Simmel
|pub_date=1908 (1998)
|subject=Sociology
|pub_open_access=No
|tags=
|summary=Simmel's classic article on [[The triad]] can be seen as the seminal article on networks and brokerage and, probably most correctly, as largely before its time in its treatment.

Simmel uses the article as a means of offering an ontology of different types of three-person relationships or, describing the sociological significant of the third actor.

The first type is the ''non-partisan'' or the ''mediator''. The example Simmel gives is a child in a marriage who has the function of holding the marriage together. This can happen either by strengthening a relationship between two or by creating a new indirect relationship between two people. Non-partisan can either stand equally between two positions or can stand "above" them in some sense.

The ''tertius gaudens'' is perhaps the most influential piece of the short article and describest the "third who benefits." The idea of the tertius gaudens is that it is a person who keeps people apart and who, as the gateway between the two, can extract rents. Either, the tertius can encourage the other two to compete for their favor. As the broker, the tertius can play the two sides off each other. Simmel describes the extreme form of the tertius as the buying public on a market and argues taht the advantage acruing to the tertius derives from the face that, "he has an equal, and equally independent, and for this very reason, decisive, relation to the two others."

The final major type is ''divide et impera'' (divide and rule) which is someone who creates conflict in order to gain a dominating position. This might be done through distribution of assets in such a way that creates jealousy and fighting. The most active form would actually attempt to unleash a fight between two groups.

|relevance=Simmel's short piece can be seen as the basis of much of the social network literature and, in particular, the literature on brokerage and structural holes.

An in-depth summary can be found at:
* http://ssr1.uchicago.edu/PRELIMS/Theory/simmel.html}}

AcaWiki talk:Similar projects

2017-11-15T03:58:33Z

Benjamin Mako Hill: /* Comparison of Acawiki to Similar projects */

== Leads ==

Discussion of https://blog.acolyer.org/2016/12/29/my-new-years-resolution-read-a-research-paper-every-weekday/ at https://news.ycombinator.com/item?id=13278286 has some interesting links including http://outcomereference.com/ [[User:Mike Linksvayer|Mike Linksvayer]] ([[User talk:Mike Linksvayer|talk]]) 19:00, 29 December 2016 (UTC)

== Comparison of Acawiki to Similar projects ==
Hi, I am sort of new to Acawiki. I'm reading for my general exams and uploading a bunch of summaries right now. I found acawiki through [[User:Benjamin_Mako_Hill]]. But it seems like this community might be in potential competition with the others. Does anyone know which of them are relatively active and which others might have content we can merge in?
[[User:Groceryheist|Groceryheist]] ([[User talk:Groceryheist|talk]]) 07:41, 14 November 2017 (UTC)
:Thanks for uploading summaries! It'd be great to add an indicator of vitality to each similar project. I don't know of any that are general and collaborative (thus very similar to AcaWiki) and active. Brevy is very, very similar, but was only very briefly active. [[User:Mike Linksvayer|Mike Linksvayer]] ([[User talk:Mike Linksvayer|talk]]) 17:21, 14 November 2017 (UTC)
::Hi [[User:Mike Linksvayer|Mike]] and [[User:Groceryheist|Nate]]! I'm less interested in sources of data and more interested in more active projects where we could merge the data here! I'm still hoping that something else will come along (maybe something built on Wikidata?) that fits the bill. I think the summaries, rather than the metadata, are almost all of the value here. I'm really sad that I don't think there's an appropriate place yet. I'm sure it will happen eventually although it's taken longer than I expected! —[[User:Benjamin Mako Hill|mako]][[User talk:Benjamin Mako Hill|๛]] 03:55, 15 November 2017 (UTC)

AcaWiki talk:Similar projects

2017-11-15T03:55:58Z

Benjamin Mako Hill: /* Comparison of Acawiki to Similar projects */

== Leads ==

Discussion of https://blog.acolyer.org/2016/12/29/my-new-years-resolution-read-a-research-paper-every-weekday/ at https://news.ycombinator.com/item?id=13278286 has some interesting links including http://outcomereference.com/ [[User:Mike Linksvayer|Mike Linksvayer]] ([[User talk:Mike Linksvayer|talk]]) 19:00, 29 December 2016 (UTC)

== Comparison of Acawiki to Similar projects ==
Hi, I am sort of new to Acawiki. I'm reading for my general exams and uploading a bunch of summaries right now. I found acawiki through [[User:Benjamin_Mako_Hill]]. But it seems like this community might be in potential competition with the others. Does anyone know which of them are relatively active and which others might have content we can merge in?
[[User:Groceryheist|Groceryheist]] ([[User talk:Groceryheist|talk]]) 07:41, 14 November 2017 (UTC)
:Thanks for uploading summaries! It'd be great to add an indicator of vitality to each similar project. I don't know of any that are general and collaborative (thus very similar to AcaWiki) and active. Brevy is very, very similar, but was only very briefly active. [[User:Mike Linksvayer|Mike Linksvayer]] ([[User talk:Mike Linksvayer|talk]]) 17:21, 14 November 2017 (UTC)
::Hi [[User:Mike Linksvayer|Mike]] and [[User:Groceryheist|Nate]]! I'm still hoping that something else will come along (maybe something built on Wikidata?) that provides us with a place to merge data. I think the summaries, rather than the metadata, are almost all of the value here. I'm really sad that I don't think there's an appropriate place yet. I'm sure it will happen eventually although it's taken longer than I expected! —[[User:Benjamin Mako Hill|mako]][[User talk:Benjamin Mako Hill|๛]] 03:55, 15 November 2017 (UTC)

CORPORATIONS AND THE SINS OF THEIR FOREFATHERS – A REPLY TO VELASQUEZ

2013-06-25T01:52:16Z

Benjamin Mako Hill: Benjamin Mako Hill moved page CORPORATIONS AND THE SINS OF THEIR FOREFATHERS – A REPLY TO VELASQUEZ to Corporations and the sins of their forefarthers – A reply to Velasquez

#REDIRECT [[Corporations and the sins of their forefarthers – A reply to Velasquez]]

Corporations and the sins of their forefarthers – A reply to Velasquez

2013-06-25T01:52:16Z

Benjamin Mako Hill: Benjamin Mako Hill moved page CORPORATIONS AND THE SINS OF THEIR FOREFATHERS – A REPLY TO VELASQUEZ to Corporations and the sins of their forefarthers – A reply to Velasquez

{{Summary
|title=Corporations and the sins of their forefarthers – A reply to Velasquez
|authors=Magdalena Smith
|url=http://www.academia.edu/3643090/CORPORATIONS_AND_THE_SINS_OF_THEIR_FOREFATHERS_-_A_REPLY_TO_VELASQUEZ
|tags=business, business ethics, ethics, philosophy, responsibility, corporate governance
|summary=Are we in the right when attributing moral responsibility to corporates? Man’s role as a moral agent is both well established and widely researched. Less clear is the role – if any – of corporations as moral agents. When speaking of corporations we do so as if they were a person in their own right, a person whom can be held responsible and accountable for their actions or lack of them. A person whom we can appropriately attribute praise or blame relating to their actions or their lack of them. In many ways we come across as viewing such a collective corporate body as having moral obligations reflecting those of its ‘parents’ and society as a whole.In this paper I argue that a company can be said to be morally responsible for its actions while living up to Velasquez’s metaphysical conditions, rather than being viewed as a fictitious legal entity or a simply a real organization whose members’ actions causally bring about or constitute corporate deeds.
|pub_date=2013/06/03
|doi=http://www.academia.edu/3643090/CORPORATIONS_AND_THE_SINS_OF_THEIR_FOREFATHERS_-_A_REPLY_TO_VELASQUEZ
|subject=Philosophy
}}

Corporations and the sins of their forefarthers – A reply to Velasquez

2013-06-25T01:51:21Z

Benjamin Mako Hill:

Natural-field dictator game shows no altruistic giving

2013-05-26T10:56:18Z

Benjamin Mako Hill:

{{Summary |title=Natural-field dictator game shows no altruistic giving |authors=Jeffrey Winking, Nicholas Mizer |journal=Evolution and Human Behavior |url=http://www.sciencedirect.com/science/article/pii/S1090513813000433 |pub_date=2013 |doi=10.1016/j.evolhumbehav.2013.04.002 |subject= |pub_open_access= |tags= |summary=The ''Dictator Game'' is one of the most widely used social dilemma games after the prisoners dilemma. The "game" is simple: Each player/participant is given a pool of resources (usually money) and paired up with a partner. The player with money is given the opportunity to give some portion of their money to the other player who is powerless. Usually, players will give at least some amount of money to the other player.

Winking and Mizer set out to provide a test of the basic mechanism in the dictator game outside of the lab. They construct a situation in Las Vegas where a confederate with a pile of chips from a casino comes up to a stranger on a bus stop and offers the bag of chips to a stranger. This is supposed to create a plausible scenario because chips in Vegas are only spendable in Los Vegas so a person leaving the city may actually want to be giving away money to strangers in this setting. There is a second person, also a conferedate, standing near by the individual being offered the chips.

In the first condition, the first confederate simply offers the chips to the stranger/player. In the second condition, the confederates suggests, while offering the chips, that the player can share them with the other person standing nearby. In the third condition, the person being offered the chips is told that the person offering the chips is conducting an experiment and that the player can, if they choose to, offer the chips to the other person (as in the second setting).

The study finds that the ''only time'' the chips are ever given away is under the condition where the player realizes that they are in an experiment. The authors suggest that the effects from the dictator game are due, at least in large part and possibly completely, to the fact that players understand they are engaged in an experiment.|relevance=A great write-up of the article is available [http://www.epjournal.net/blog/2013/05/are-all-dictator-game-results-artifacts/ on this blog post].}}

Natural-field dictator game shows no altruistic giving

2013-05-26T10:55:54Z

Benjamin Mako Hill: updated text

{{Summary |title=Natural-field dictator game shows no altruistic giving |authors=Jeffrey Winking, Nicholas Mizer |journal=Evolution and Human Behavior |url=http://www.sciencedirect.com/science/article/pii/S1090513813000433 |pub_date=n.d. |doi=10.1016/j.evolhumbehav.2013.04.002 |subject= |pub_open_access= |tags= |summary=The ''Dictator Game'' is one of the most widely used social dilemma games after the prisoners dilemma. The "game" is simple: Each player/participant is given a pool of resources (usually money) and paired up with a partner. The player with money is given the opportunity to give some portion of their money to the other player who is powerless. Usually, players will give at least some amount of money to the other player.

Winking and Mizer set out to provide a test of the basic mechanism in the dictator game outside of the lab. They construct a situation in Las Vegas where a confederate with a pile of chips from a casino comes up to a stranger on a bus stop and offers the bag of chips to a stranger. This is supposed to create a plausible scenario because chips in Vegas are only spendable in Los Vegas so a person leaving the city may actually want to be giving away money to strangers in this setting. There is a second person, also a conferedate, standing near by the individual being offered the chips.

In the first condition, the first confederate simply offers the chips to the stranger/player. In the second condition, the confederates suggests, while offering the chips, that the player can share them with the other person standing nearby. In the third condition, the person being offered the chips is told that the person offering the chips is conducting an experiment and that the player can, if they choose to, offer the chips to the other person (as in the second setting).

The study finds that the ''only time'' the chips are ever given away is under the condition where the player realizes that they are in an experiment. The authors suggest that the effects from the dictator game are due, at least in large part and possibly completely, to the fact that players understand they are engaged in an experiment.|relevance=A great write-up of the article is available [http://www.epjournal.net/blog/2013/05/are-all-dictator-game-results-artifacts/ on this blog post].}}

Natural-field dictator game shows no altruistic giving

2013-05-26T10:51:09Z

Benjamin Mako Hill: summary of dictator game experiment

{{Summary |title=Natural-field dictator game shows no altruistic giving |authors=Jeffrey Winking, Nicholas Mizer |journal=Evolution and Human Behavior |url=http://www.sciencedirect.com/science/article/pii/S1090513813000433 |pub_date=n.d. |doi=10.1016/j.evolhumbehav.2013.04.002 |subject= |pub_open_access= |tags= |summary=The ''Dictator Game'' is one of the most widely used social dilemma games after the prisoners dilemma. The game is very simple: each player or participant is given a pool of money and are paired up with a partner. The player with money is given the opportunity to give some portion of their money to the other player. Usually, users give some amount of money to the other player.

Winking and Mizer set out to provide a test of the basic mechanism in the dictator game outside of the lab. They construct a situation in Las Vegas where a confederate with a pile of chips from a casino comes up to a stranger on a bus stop and offers the bag of chips to a stranger. There is a second person, also a conferedate, standing near by.

In the first condition, the first confederate simply offers the chips. In the second condition, the confederates suggests, while offering the chips, that the person being offered the chips can share them with the other person nearby. In the third condition, the person being offered the chips is told that they are undergoing an experiment and that they may offer the chips to the other person.

The study finds that the ''only time'' the chips are ever given away is under the condition where the player realizes that they are in an experiment. The authors suggest that the effects from the dictator game are due, at least in large part and possibly completely, to the fact that players understand they are engaged in an experiment.|relevance=A great write-up of the article is available [http://www.epjournal.net/blog/2013/05/are-all-dictator-game-results-artifacts/ on this blog post].}}

Natural-field dictator game shows no altruistic giving

2013-05-26T10:45:50Z

Benjamin Mako Hill: link to blog post

User:Benjamin Mako Hill

2013-05-26T10:43:44Z

Benjamin Mako Hill: /* New Summaries */ Winking and Mizer 2013

{{User
|name=Benjamin Mako Hill
|photo=Mako yellow-280px.png
|location=Massachusetts Institute of Technology, Cambridge, Massachusetts
}}
== About Me ==

I have more webpages than I can reasonably count and my current policy to to try to not aggravate this problem so I'm going to be brief. I have many webpages where I talk a lot about myself, my projects, and other things that I do. If you are interested in this, you can read any of the pages linked below:

* [http://mako.cc My Homepage]
* [http://mako.cc/copyrighteous Copyrighteous] (My Blog)
* [http://mako.cc/contact.html My Up-To-Date Contact Information]

== Summaries ==

Readings summaries can take time. As a result, I write summaries of my summaries over at [http://identi.ca/acamako the microblogging site identi.ca]. None are longer than 140 characters!

At the moment, I think the best way to help AcaWiki is to help seed it with content so that scholars may spend time here and start contributing. As a result, I spend almost all of my time on AcaWiki writing summaries of academic articles and books

You can find my summaries here:

* [[User:Benjamin Mako Hill/Summaries]]: A complete list of summaries that I've written, sorted by author.
* [[User:Benjamin Mako Hill/Generals]]: My full [[AcaWiki:Prelims|PhD general examinations]] reading list of which I've prepared summaries of most.

Many of these summaries are rough. I tend to write them once, fix obvious spelling mistakes, and then publish them. I do not, in most cases, even reread my summaries before posting them. As a result, the text is likely to be flawed in a number of ways. Please keep that in mind and don't hesitate to improve them! Indeed, that's why I'm sharing them here!

=== New Summaries ===

These are summaries I have written recently and not sorted into the lists above yet:

* Winking and Mizer (2013): [[Natural-field dictator game shows no altruistic giving]]
* Zhang and Zhu (2010): [[Group size and incentives to contribute: A natural experiment at Chinese Wikipedia]] [http://blog.mikezhang.com/files/chinesewikipedia.pdf]
* Benkler (2009): [[Law, policy, and cooperation]]
* Astley (1985): [[Administrative science as socially constructed truth]]
* Markus and Robey (1988): [[Information technology and organizational change: Causal structure in theory and research]]
* Burrell and Morgan (1979): [[Sociological paradigms and organizational analysis: Elements of the sociology of corporate life]]
* Orlikowski and Baroudi (1998): [[Studying information technology in organizations: Research approaches and assumptions]]
* de Vugt (2010): [[Dare to edit! – the politics of Wikipedia the politics of Wikipedia]]
* Pentzold (2010): [[Imagining the Wikipedia community: What do Wikipedia authors mean when they write about their "community"?]]
* Gaio et al. (2009): [[Wikibugs: Using template messages in open content collections]]
* Ashton (2011) [[Awarding the self in Wikipedia: Identity work and the disclosure of knowledge]]
* Currie and Moretti (2003): [[Mother's education and the intergenerational transmission of human capital: Evidence from college openings]]
* Dee (2004): [[Are there civic returns to education?]]
* Ludwig and Miller (2007): [[Does Head Start improve children's life chances? Evidence from a regression discontinuity design]]
* Angrist and Lavy (1999): [[Using Maimonides' rule to estimate the effect of class size on scholastic achievement]]
* Yang et al. (2010): [[The research of investment and financing of wind power]]
* Nicklin and Roch (2008): [[Biases influencing recommendation letter contents: Physical attractiveness and gender]]
* McCarthy and Zald (1973): [[The trend of social movements in America: professionalization and resource mobilization]]
* Turco (2010): [[Cultural foundations of tokenism]]
* Benkler (2011): [[WikiLeaks and the PROTECT-IP Act: A new public-private threat to the Internet commons]]

=== Read But Unwritten ===

These are summaries I have not written here but hope to write soon. I use this list as a sort of running todo list:

* Meyer (2005): [[Can performance studies create actionable knowledge if we can't measure the performance of the firm?]]
* Kerr (1975): [[On the follow of rewarding A, while hoping for B]]
* Gibbons (1998): [[Incentives in organizations]]
* Geier et al. (2006): [[Unit bias]] [http://sciencethatmatters.com/archives/35]

== Zotero Integration ==

I've written a little [[wikipedia:Citation style language|citation style language]] file that one can import into [http://zotero.org Zotero]. Detailed instructions on installation and use are online here:

:[[User:Benjamin Mako Hill/Zotero integration]]

== My Thoughts about AcaWiki ==

To my knowledge, AcaWiki is the only freely-licensed, collaboratively-edited, repository for summaries of academic articles. That's why I'm here. That said, it has a number of problems I'd like to see fixed:

# '''Outreach''' -- Most of the work on AcaWiki seems to be technical in nature. ''AcaWiki is not a technical problem.'' If we can convince 20 PhD students reading for [[AcaWiki:Prelims|qualifying or general exams]] in different field to post the summaries ''they are already making'' to this wiki, we will have created the single best resource of academic paper summaries anywhere. I'm trying to do my part! You should to!
# <strike>'''CAPTCHAs''' -- The reCAPTCHAs are ''extremely'' annoying. They should be shown for anonymous editors who are adding links and for new user registrations and never for new users. The current situation is madness and are driving away contributions.</strike>
# <strike>'''Templates''' -- There are errors or problems in the templates for the forms I see no (documented?) way to edit these.</strike>
# '''Impoverished metadata''' -- The metadata here is pretty weak and creating yet-another-bibliographic-metadata-format seems like a very poor way to go. AcaWiki should store rich metadata but should store it in an existing format like Zotero RDF (freely available and with all the semantic-web-goodness we want). Making that transition is probably a big step, but I think it's worth it.
# '''Forms for subpages''' -- Forms should be smarter and not try to force the template used in a particular namespace onto people using subpages. Try to edit [[User:Benjamin Mako Hill/Zotero integration]] to get an idea of what the problem is.
# <strike>'''www.acawiki.org''' -- This should redirect to acawiki.org! Right now it just gives pages not found links!</strike>

Please edit [[User talk:Benjamin Mako Hill|my talk page]] and lets talk about this!

Natural-field dictator game shows no altruistic giving

2013-05-26T10:42:48Z

Benjamin Mako Hill: Natural-field dictator game shows no altruistic giving

User talk:Sj

2013-01-03T15:31:53Z

Benjamin Mako Hill: /* Welcome */

Hello, welcome to my talk page. You can [http://acawiki.org/index.php?title=User_talk:Sj&action=edit&section=new leave me a message here], or leave me one on the [[m:user talk:sj|Meta-wiki]] for fastest response. [[User:Sj|Sj]]

== Welcome ==

Welcome to Acawiki! Glad to see you around here as well! Thanks so much for your contributions! I look forward to reading more! —[[User:Benjamin Mako Hill|mako]][[User talk:Benjamin Mako Hill|๛]] 00:48, 3 January 2013 (CET)
: Hey thanks. Using the site for a couple weeks made me think more deeply about how to handle citations. And how to get this hosted on a faster server :) [[User:Sj|Sj]] 06:02, 3 January 2013 (CET)
:: Welcome, SJ! +1 on the faster server! Huzzah! [[User:Aaronshaw|- Aaron -]] 06:13, 3 January 2013 (CET)
::AcaWiki has basically always been slow. I find that at the moment, its so slow that it sometimes even times out. I have access to the server to profile it and have played around a little bit to try and figure it out. I'm pretty sure that the slowdown has to do with Semantic MediaWiki and I'm not quite sure how to go-fast SMW. —[[User:Benjamin Mako Hill|mako]][[User talk:Benjamin Mako Hill|๛]] 16:31, 3 January 2013 (CET)

WikiLeaks and the PROTECT-IP Act: A new public-private threat to the Internet commons

2013-01-02T23:56:30Z

Benjamin Mako Hill:

{{Summary
|title=WikiLeaks and the PROTECT-IP Act: A new public-private threat to the Internet commons
|authors=Yochai Benkler
|summary=Benkler uses two sets of examples to discuss what he sees as a troubling increase in extra-judicial processes that are design to starve, cut-off, or kill bad actors. His first example, discussed at length, is WikiLeaks. His second is a series of copyright laws that include COICA and 2011 PROTECT-IP act.

In the case of Wikileaks, Benkler describes how Senator Joeseph Lieberman wrote a letter implying that Wikileaks had engaged in activity and that this letter ultimately led to the cut in service from a series of hosting and payment providers including Paypal, VISA, and Mastercard. Although no legal or court actions were brought against Wikileaks at this point, this effectively cut off funding for the project.

Benkler draws a comparison between this and between US copyright laws (like PROTECT-IP) that allow any online service provider from cutting off service when an actor is alleged or suspected to have engaged in copyright infringement. He suggests that by effectively cutting of organizations from resources, it may be impossible for accused organizations to sustain themselves while defending themselves.

Benkler argues that these laws are essentially enlisting private industry into enforcing the will of the state in ways that, had the state acted directly, would have been constrained by the Constitution. He implies that this is provided technical and political end-runs around Constitutional protections that society should pay attention to.

|journal=Daedalus
|pub_date=2011
|doi=10.1162/DAED_a_00121
|journal_vol=140
|pub_open_access=
}}

WikiLeaks and the PROTECT-IP Act: A new public-private threat to the Internet commons

2013-01-02T23:54:53Z

Benjamin Mako Hill: metadata for benkler 2011

{{Summary |title=WikiLeaks and the PROTECT-IP Act: A new public-private threat to the Internet commons |authors=Yochai Benkler |journal=Daedalus |journal_vol=140 |pub_date=2011 |doi=i: 10.1162/DAED_a_00121 |subject= |pub_open_access= |tags= |summary= |relevance=}}

User:Benjamin Mako Hill

2013-01-02T23:54:17Z

Benjamin Mako Hill: /* New Summaries */ fix title for benkler 2011

{{User
|name=Benjamin Mako Hill
|photo=Mako yellow-280px.png
|location=Massachusetts Institute of Technology, Cambridge, Massachusetts
}}
== About Me ==

I have more webpages than I can reasonably count and my current policy to to try to not aggravate this problem so I'm going to be brief. I have many webpages where I talk a lot about myself, my projects, and other things that I do. If you are interested in this, you can read any of the pages linked below:

* [http://mako.cc My Homepage]
* [http://mako.cc/copyrighteous Copyrighteous] (My Blog)
* [http://mako.cc/contact.html My Up-To-Date Contact Information]

== Summaries ==

Readings summaries can take time. As a result, I write summaries of my summaries over at [http://identi.ca/acamako the microblogging site identi.ca]. None are longer than 140 characters!

At the moment, I think the best way to help AcaWiki is to help seed it with content so that scholars may spend time here and start contributing. As a result, I spend almost all of my time on AcaWiki writing summaries of academic articles and books

You can find my summaries here:

* [[User:Benjamin Mako Hill/Summaries]]: A complete list of summaries that I've written, sorted by author.
* [[User:Benjamin Mako Hill/Generals]]: My full [[AcaWiki:Prelims|PhD general examinations]] reading list of which I've prepared summaries of most.

Many of these summaries are rough. I tend to write them once, fix obvious spelling mistakes, and then publish them. I do not, in most cases, even reread my summaries before posting them. As a result, the text is likely to be flawed in a number of ways. Please keep that in mind and don't hesitate to improve them! Indeed, that's why I'm sharing them here!

=== New Summaries ===

These are summaries I have written recently and not sorted into the lists above yet:

* Zhang and Zhu (2010): [[Group size and incentives to contribute: A natural experiment at Chinese Wikipedia]] [http://blog.mikezhang.com/files/chinesewikipedia.pdf]
* Benkler (2009): [[Law, policy, and cooperation]]
* Astley (1985): [[Administrative science as socially constructed truth]]
* Markus and Robey (1988): [[Information technology and organizational change: Causal structure in theory and research]]
* Burrell and Morgan (1979): [[Sociological paradigms and organizational analysis: Elements of the sociology of corporate life]]
* Orlikowski and Baroudi (1998): [[Studying information technology in organizations: Research approaches and assumptions]]
* de Vugt (2010): [[Dare to edit! – the politics of Wikipedia the politics of Wikipedia]]
* Pentzold (2010): [[Imagining the Wikipedia community: What do Wikipedia authors mean when they write about their "community"?]]
* Gaio et al. (2009): [[Wikibugs: Using template messages in open content collections]]
* Ashton (2011) [[Awarding the self in Wikipedia: Identity work and the disclosure of knowledge]]
* Currie and Moretti (2003): [[Mother's education and the intergenerational transmission of human capital: Evidence from college openings]]
* Dee (2004): [[Are there civic returns to education?]]
* Ludwig and Miller (2007): [[Does Head Start improve children's life chances? Evidence from a regression discontinuity design]]
* Angrist and Lavy (1999): [[Using Maimonides' rule to estimate the effect of class size on scholastic achievement]]
* Yang et al. (2010): [[The research of investment and financing of wind power]]
* Nicklin and Roch (2008): [[Biases influencing recommendation letter contents: Physical attractiveness and gender]]
* McCarthy and Zald (1973): [[The trend of social movements in America: professionalization and resource mobilization]]
* Turco (2010): [[Cultural foundations of tokenism]]
* Benkler (2011): [[WikiLeaks and the PROTECT-IP Act: A new public-private threat to the Internet commons]]

=== Read But Unwritten ===

These are summaries I have not written here but hope to write soon. I use this list as a sort of running todo list:

* Meyer (2005): [[Can performance studies create actionable knowledge if we can't measure the performance of the firm?]]
* Kerr (1975): [[On the follow of rewarding A, while hoping for B]]
* Gibbons (1998): [[Incentives in organizations]]
* Geier et al. (2006): [[Unit bias]] [http://sciencethatmatters.com/archives/35]

== Zotero Integration ==

I've written a little [[wikipedia:Citation style language|citation style language]] file that one can import into [http://zotero.org Zotero]. Detailed instructions on installation and use are online here:

:[[User:Benjamin Mako Hill/Zotero integration]]

== My Thoughts about AcaWiki ==

To my knowledge, AcaWiki is the only freely-licensed, collaboratively-edited, repository for summaries of academic articles. That's why I'm here. That said, it has a number of problems I'd like to see fixed:

# '''Outreach''' -- Most of the work on AcaWiki seems to be technical in nature. ''AcaWiki is not a technical problem.'' If we can convince 20 PhD students reading for [[AcaWiki:Prelims|qualifying or general exams]] in different field to post the summaries ''they are already making'' to this wiki, we will have created the single best resource of academic paper summaries anywhere. I'm trying to do my part! You should to!
# <strike>'''CAPTCHAs''' -- The reCAPTCHAs are ''extremely'' annoying. They should be shown for anonymous editors who are adding links and for new user registrations and never for new users. The current situation is madness and are driving away contributions.</strike>
# <strike>'''Templates''' -- There are errors or problems in the templates for the forms I see no (documented?) way to edit these.</strike>
# '''Impoverished metadata''' -- The metadata here is pretty weak and creating yet-another-bibliographic-metadata-format seems like a very poor way to go. AcaWiki should store rich metadata but should store it in an existing format like Zotero RDF (freely available and with all the semantic-web-goodness we want). Making that transition is probably a big step, but I think it's worth it.
# '''Forms for subpages''' -- Forms should be smarter and not try to force the template used in a particular namespace onto people using subpages. Try to edit [[User:Benjamin Mako Hill/Zotero integration]] to get an idea of what the problem is.
# <strike>'''www.acawiki.org''' -- This should redirect to acawiki.org! Right now it just gives pages not found links!</strike>

Please edit [[User talk:Benjamin Mako Hill|my talk page]] and lets talk about this!

User:Benjamin Mako Hill

2013-01-02T23:52:49Z

Benjamin Mako Hill: /* New Summaries */

{{User
|name=Benjamin Mako Hill
|photo=Mako yellow-280px.png
|location=Massachusetts Institute of Technology, Cambridge, Massachusetts
}}
== About Me ==

I have more webpages than I can reasonably count and my current policy to to try to not aggravate this problem so I'm going to be brief. I have many webpages where I talk a lot about myself, my projects, and other things that I do. If you are interested in this, you can read any of the pages linked below:

* [http://mako.cc My Homepage]
* [http://mako.cc/copyrighteous Copyrighteous] (My Blog)
* [http://mako.cc/contact.html My Up-To-Date Contact Information]

== Summaries ==

Readings summaries can take time. As a result, I write summaries of my summaries over at [http://identi.ca/acamako the microblogging site identi.ca]. None are longer than 140 characters!

At the moment, I think the best way to help AcaWiki is to help seed it with content so that scholars may spend time here and start contributing. As a result, I spend almost all of my time on AcaWiki writing summaries of academic articles and books

You can find my summaries here:

* [[User:Benjamin Mako Hill/Summaries]]: A complete list of summaries that I've written, sorted by author.
* [[User:Benjamin Mako Hill/Generals]]: My full [[AcaWiki:Prelims|PhD general examinations]] reading list of which I've prepared summaries of most.

Many of these summaries are rough. I tend to write them once, fix obvious spelling mistakes, and then publish them. I do not, in most cases, even reread my summaries before posting them. As a result, the text is likely to be flawed in a number of ways. Please keep that in mind and don't hesitate to improve them! Indeed, that's why I'm sharing them here!

=== New Summaries ===

These are summaries I have written recently and not sorted into the lists above yet:

* Zhang and Zhu (2010): [[Group size and incentives to contribute: A natural experiment at Chinese Wikipedia]] [http://blog.mikezhang.com/files/chinesewikipedia.pdf]
* Benkler (2009): [[Law, policy, and cooperation]]
* Astley (1985): [[Administrative science as socially constructed truth]]
* Markus and Robey (1988): [[Information technology and organizational change: Causal structure in theory and research]]
* Burrell and Morgan (1979): [[Sociological paradigms and organizational analysis: Elements of the sociology of corporate life]]
* Orlikowski and Baroudi (1998): [[Studying information technology in organizations: Research approaches and assumptions]]
* de Vugt (2010): [[Dare to edit! – the politics of Wikipedia the politics of Wikipedia]]
* Pentzold (2010): [[Imagining the Wikipedia community: What do Wikipedia authors mean when they write about their "community"?]]
* Gaio et al. (2009): [[Wikibugs: Using template messages in open content collections]]
* Ashton (2011) [[Awarding the self in Wikipedia: Identity work and the disclosure of knowledge]]
* Currie and Moretti (2003): [[Mother's education and the intergenerational transmission of human capital: Evidence from college openings]]
* Dee (2004): [[Are there civic returns to education?]]
* Ludwig and Miller (2007): [[Does Head Start improve children's life chances? Evidence from a regression discontinuity design]]
* Angrist and Lavy (1999): [[Using Maimonides' rule to estimate the effect of class size on scholastic achievement]]
* Yang et al. (2010): [[The research of investment and financing of wind power]]
* Nicklin and Roch (2008): [[Biases influencing recommendation letter contents: Physical attractiveness and gender]]
* McCarthy and Zald (1973): [[The trend of social movements in America: professionalization and resource mobilization]]
* Turco (2010): [[Cultural foundations of tokenism]]
* Benkler (2012): [[WikiLeaks and the protect-ip Act: A New Public-Private Threat to the Internet Commons]]

=== Read But Unwritten ===

These are summaries I have not written here but hope to write soon. I use this list as a sort of running todo list:

* Meyer (2005): [[Can performance studies create actionable knowledge if we can't measure the performance of the firm?]]
* Kerr (1975): [[On the follow of rewarding A, while hoping for B]]
* Gibbons (1998): [[Incentives in organizations]]
* Geier et al. (2006): [[Unit bias]] [http://sciencethatmatters.com/archives/35]

== Zotero Integration ==

I've written a little [[wikipedia:Citation style language|citation style language]] file that one can import into [http://zotero.org Zotero]. Detailed instructions on installation and use are online here:

:[[User:Benjamin Mako Hill/Zotero integration]]

== My Thoughts about AcaWiki ==

To my knowledge, AcaWiki is the only freely-licensed, collaboratively-edited, repository for summaries of academic articles. That's why I'm here. That said, it has a number of problems I'd like to see fixed:

# '''Outreach''' -- Most of the work on AcaWiki seems to be technical in nature. ''AcaWiki is not a technical problem.'' If we can convince 20 PhD students reading for [[AcaWiki:Prelims|qualifying or general exams]] in different field to post the summaries ''they are already making'' to this wiki, we will have created the single best resource of academic paper summaries anywhere. I'm trying to do my part! You should to!
# <strike>'''CAPTCHAs''' -- The reCAPTCHAs are ''extremely'' annoying. They should be shown for anonymous editors who are adding links and for new user registrations and never for new users. The current situation is madness and are driving away contributions.</strike>
# <strike>'''Templates''' -- There are errors or problems in the templates for the forms I see no (documented?) way to edit these.</strike>
# '''Impoverished metadata''' -- The metadata here is pretty weak and creating yet-another-bibliographic-metadata-format seems like a very poor way to go. AcaWiki should store rich metadata but should store it in an existing format like Zotero RDF (freely available and with all the semantic-web-goodness we want). Making that transition is probably a big step, but I think it's worth it.
# '''Forms for subpages''' -- Forms should be smarter and not try to force the template used in a particular namespace onto people using subpages. Try to edit [[User:Benjamin Mako Hill/Zotero integration]] to get an idea of what the problem is.
# <strike>'''www.acawiki.org''' -- This should redirect to acawiki.org! Right now it just gives pages not found links!</strike>

Please edit [[User talk:Benjamin Mako Hill|my talk page]] and lets talk about this!

User talk:Sj

2013-01-02T23:50:17Z

Benjamin Mako Hill:

User talk:Sj

2013-01-02T23:48:36Z

Benjamin Mako Hill:

User talk:Ddg42

2013-01-02T23:47:04Z

Benjamin Mako Hill: Created page with "== Material Selection for Direct Posterior Restoratives == Thanks for your writeup of Material Selection for Direct Posterior Restoratives. I've fixed some of the formatting..."

== Material Selection for Direct Posterior Restoratives ==

Thanks for your writeup of [[Material Selection for Direct Posterior Restoratives]]. I've fixed some of the formatting issues on the wiki. Maybe you want to check it out to make sure all still looks good? Thanks again for such a detailed outline! —[[User:Benjamin Mako Hill|mako]][[User talk:Benjamin Mako Hill|๛]] 00:47, 3 January 2013 (CET)

Material Selection for Direct Posterior Restoratives

2013-01-02T23:45:35Z

Benjamin Mako Hill:

{{Summary
|title=Material Selection for Direct Posterior Restoratives
|authors=John O. Burgess, Deniz Cakir
|url=http://www.ineedce.com/courses/2067/PDF/1108cei_dentsply_Restoratives.pdf
|summary=Abstract
* type of material selected for posterior restoration (filling of molars) depends on patient/individual situation – new technological advances have been made
** types of fillings – amalgam (alloy of silver and mercury) or resin (many different varieties of polymers that vary in chemical composition)
** amalgam – used for long time; successful; however not esthetically pleasing, which has become a high demand
** esthetic restorations – glass ionomers, compomers, composite resin (all types of resins that just vary in chemical composition)
** desirable attributes in material - fluoride release (fluoride – strengthens tooth); wear resistance; low polymerization shrinkage (sometimes after filling is completed, the material shrinks allowing bacteria to enter the cavity again); low polymerization stress (the more a material is resistant to stress, the less likely polymerization shrinkage will occur

Introduction
* material selection for posterior teeth restoration depends on: patient’s age, caries (cavity) risk, esthetic requirements, how well the tooth can be isolated, and functional demands of the restoration – each material has certain pros and cons in their usage
** compomers, glass ionomers, composite resins – pros: bond to tooth structure chemically; may reinforce tooth; long-lasting; non-invasive procedure; esthetic; good thermal insulators; have fluoride release – cons: clinical limitations (requires more attention to detail during adhesive placement; longer time; more difficult procedure in comparison to an amalgam filling); postoperatively – polymerization shrinkage possible as a result of difficult procedure where there can be poor adhesive placement, all of which lead to possible leakages at the tooth surface

Posterior Amalgam Restorations
* history of clinical success
** good moisture tolerance since it does not bond to tooth structure chemically – not necessary to keep the tooth isolated and in dry conditions like in resin restorations
** wear resistance – metal alloy – malleable so easily formed into shape of tooth but also strong and durable
** limitations: galvanism (battery effect occurs because of amalgams composition of two metals, usually silver and mercury, in a liquid medium, saliva – produces electric current which leads to break down of amalgam and corrosion) high thermal conductivity, poor esthetics

*in resin fillings – bonding material must be applied before the resin in order to form a chemical bond between the tooth surface and the resin
** amalgam does not require a bonding material, but one has been developed called the bonded amalgam technique using adhesives (most successful called “4-META-based Amalgambond Plus (Parkell)”
** a bonding agent bonds to dentin (second layer of the tooth from outside in; after the enamel which forms the crown visible on the outside) with a hybrid layer
** bonding resin to amalgam attachment is still mostly mechanical, not chemical
** amalgam use criticized especially in children and decreased in popularity because it contains mercury – however, after many studies and tests, there have been no significant signs of mercury having a negative affect on health

Fluoride-releasing Materials
*types:
** glass ionomers – useful as liner/base so for deep cavities
*** release high levels of fluoride
*** low bond strength
*** conditioner or primer is needed to improve bond of ionomer to tooth surface – usually weak inorganic acids – clean tooth surface before bonding
*** low overall strength – paste/paste resin easier to mix and place but these lower the strength of the system (weaker bonding than powder/liquid resin)
*** low wear resistance
*** medium fluoride recharge (ability of tooth to uptake fluoride from the environment and incorporate in the tooth structure)
** high-viscosity glass ionomers
*** release high levels of fluoride
*** medium bond strength
*** medium overall strength
*** medium wear resistance
*** medium fluoride recharge
** resin-modified glass ionomers -> nanofillers added – reduce particle size – smoother, more esthetic appearance
*** release high levels of fluoride – increases long-term survival; good for high caries risk patient
*** medium bond strength
*** low overall strength – not ideal for posterior restorative (on molars)
*** low-medium wear resistance – cannot be used if cavity is located at the occlusal surface of the tooth (top surface) because it receives the most stress
*** high fluoride recharge – increases long-term survival; good for high caries risk patient
** compomers – blends of resin composite and glass ionomer
*** release medium levels of fluoride – between resin composites and glass ionomers – successful on use for children’s teeth – bonding system uses adhesive which blocks fluoride uptake in dentin, thus only releasing fluoride onto the outer tooth surface
*** high bond strength
*** medium overall strength
*** medium wear resistance – ideal for children’s teeth
*** medium fluoride recharge
** fluoride releasing composites
*** release low levels of fluoride – not good for high caries risk patients
*** high bond strength
*** high overall strength
*** high wear resistance – best of any fluoride-releasing material
*** low fluoride recharge – not good for high caries risk patients

Composite Resin
* pro: improved wear resistance – gaining popularity in usage for posterior restorations as opposed to solely bicuspids (frontal teeth)
* con: composite resin shrinkage during polymerization – causes eventual breakdown and thermal sensitivity
** visible light cured composite is placed in prepared cavity and light cured in 2mm incredments– photoinitiators in the resin (camphoroquinone, usually in the presence of an amine accelerator/catalyst) are activated (more chemistry detail to analyze here)
** combo of photoinitiator types may cause problems because they need to absorb different wavelengths of light for their reactivity
** usually LED lights are used but quartz-tungsten-halogen or plasma arc curing lights polymerize all photoinitiators
** often the wrong type of light is used leading to low wear resistance in the final cured product
*soft-curing lights – decrease polymerization stress – unproven results
** slows rate of polymerization with initial low intensity or short pulses of light – allows for polymer chain movement – provides stress relief

Flowable Composites
* composite resins but with a lower viscosity because of lower filler load which allows them to better adhere to the cavity surface – may reduce polymerization stress (no clear consensus based on numerous studies has been reached)
** con: lower filler load may reduce wear resistance - however percentage of filler may be chosen relative to type of tooth in concern
*even though they have higher polymerization shrinkage than composite resins – flowables are more elastic – provide stress relief - debate is still continued
** main use: cavity adaptation

Composite Resin Shrinkage and Stress
* in composite resins, polymerization shrinkage 3.7%-0.9%
** new resin monomers developed to reduce polymerization shrinkage stress
*** Filtek LS –> silorane ring-opening chemistry 0.7%-0.9%
*** N’Durance -> dimer chemistry 1.2%
*** Thiolene polymers (thiolene/thiol epoxy hybrid networks) – not available commercially – 90% less stress than in control dimethacrylate resin
*** C-factor (shape of preparation) – ratio of bonded surfaces to unbounded surface in final restoration – more stress at the margins (cavities located on frontal teeth or near gums) – no ideal solutions

Low stress Composite
*Stress Decreasing Resin (SDR) Technology – reduces internal stress from polymerization shrinkage – instead of 2mm increments of polymerization it uses 4mm increments
** Polymerization modulator embedded chemically in the resin backbone
*** interacts with the photoinitiator to regulate a slow modulus development while at the same time still allowing a steady rate of polymerization or conversion of the material
*** modulator allows more linear and branching chain propagations and conversions in the polymerization – slower modulus development without increasing cross-linking density – decreases stress
* SDR highly translucent – high light transmission allows for bulk polymerization
** Used as a base or filler up until enamel layer of tooth - cannot be used on the surface of the tooth because of its low wear resistance (high shrinkage) – highly filled material should be placed on top surface

Case study
* Procedure with photographs of a restoration using SDR technology

Summary
* Each material has pros and cons to its usage - should be personalized to each clinical situation and needs of the patient; there have been many new developments in esthetic composite resins that cause low polymerization shrinkage and low stress, allowing for even more options and therefore accuracy in restorations
|journal=Dental CE Digest (PennWell Publications)
|pub_date=2011
|subject=Chemistry
}}

Talk:Material Selection for Direct Posterior Restoratives

2013-01-02T23:32:54Z

Benjamin Mako Hill:

Nice [[User:Sj|Sj]] 07:09, 13 December 2012 (CET)
:Indeed. This is excellent. —[[User:Benjamin Mako Hill|mako]][[User talk:Benjamin Mako Hill|๛]] 00:32, 3 January 2013 (CET)

User:Awaisadnan

2012-11-17T17:13:39Z

Benjamin Mako Hill:

User:Awaisadnan

2012-11-17T17:13:09Z

Benjamin Mako Hill:

{{User
|name=Awais Adnan
|photo=LibrariesPicturesawaisadnan.jpg
|location=IMS Peshawar, Pakistan
}}

Cultural foundations of tokenism

2012-11-17T17:06:56Z

Benjamin Mako Hill: added summary of cat's article

{{Summary |title=Cultural foundations of tokenism |authors=Catherine J. Turco |journal=American Sociological Review |journal_vol=75 |pub_date=2010 |doi=10.1177/0003122410388491 |subject= |pub_open_access= |tags= |summary=Sociologists use the concept of a "token" individual to describe a member of a lower-status minority groups that are only rarely represented within a larger population and suggests that these "token" members have similar experiences. Turco suggests that important cultural differences between different "token" groups lead to very different experiences. She uses qualitative data from the leveraged buyout industry (LBO) — which is overwhelming white and male — to suggest that women and black men's experiences as a token group is very different. She suggests that the organizational culture of LBO has a hierarchy of cultural resources (e.g., a strong passion for sports) and an image of an ideal work (e.g., a tough guy) that effectively values cultural resources that some token groups (e.g., black men) and that women do not. Turco argues that in LBO, gender is a more relevant status characteristic than race and that women are culturally disadvantaged as a token.|relevance=}}

User:Benjamin Mako Hill

2012-11-17T17:05:43Z

Benjamin Mako Hill: /* New Summaries */

{{User
|name=Benjamin Mako Hill
|photo=Mako yellow-280px.png
|location=Massachusetts Institute of Technology, Cambridge, Massachusetts
}}
== About Me ==

I have more webpages than I can reasonably count and my current policy to to try to not aggravate this problem so I'm going to be brief. I have many webpages where I talk a lot about myself, my projects, and other things that I do. If you are interested in this, you can read any of the pages linked below:

* [http://mako.cc My Homepage]
* [http://mako.cc/copyrighteous Copyrighteous] (My Blog)
* [http://mako.cc/contact.html My Up-To-Date Contact Information]

== Summaries ==

Readings summaries can take time. As a result, I write summaries of my summaries over at [http://identi.ca/acamako the microblogging site identi.ca]. None are longer than 140 characters!

At the moment, I think the best way to help AcaWiki is to help seed it with content so that scholars may spend time here and start contributing. As a result, I spend almost all of my time on AcaWiki writing summaries of academic articles and books

You can find my summaries here:

* [[User:Benjamin Mako Hill/Summaries]]: A complete list of summaries that I've written, sorted by author.
* [[User:Benjamin Mako Hill/Generals]]: My full [[AcaWiki:Prelims|PhD general examinations]] reading list of which I've prepared summaries of most.

Many of these summaries are rough. I tend to write them once, fix obvious spelling mistakes, and then publish them. I do not, in most cases, even reread my summaries before posting them. As a result, the text is likely to be flawed in a number of ways. Please keep that in mind and don't hesitate to improve them! Indeed, that's why I'm sharing them here!

=== New Summaries ===

These are summaries I have written recently and not sorted into the lists above yet:

* Zhang and Zhu (2010): [[Group size and incentives to contribute: A natural experiment at Chinese Wikipedia]] [http://blog.mikezhang.com/files/chinesewikipedia.pdf]
* Benkler (2009): [[Law, policy, and cooperation]]
* Astley (1985): [[Administrative science as socially constructed truth]]
* Markus and Robey (1988): [[Information technology and organizational change: Causal structure in theory and research]]
* Burrell and Morgan (1979): [[Sociological paradigms and organizational analysis: Elements of the sociology of corporate life]]
* Orlikowski and Baroudi (1998): [[Studying information technology in organizations: Research approaches and assumptions]]
* de Vugt (2010): [[Dare to edit! – the politics of Wikipedia the politics of Wikipedia]]
* Pentzold (2010): [[Imagining the Wikipedia community: What do Wikipedia authors mean when they write about their "community"?]]
* Gaio et al. (2009): [[Wikibugs: Using template messages in open content collections]]
* Ashton (2011) [[Awarding the self in Wikipedia: Identity work and the disclosure of knowledge]]
* Currie and Moretti (2003): [[Mother's education and the intergenerational transmission of human capital: Evidence from college openings]]
* Dee (2004): [[Are there civic returns to education?]]
* Ludwig and Miller (2007): [[Does Head Start improve children's life chances? Evidence from a regression discontinuity design]]
* Angrist and Lavy (1999): [[Using Maimonides' rule to estimate the effect of class size on scholastic achievement]]
* Yang et al. (2010): [[The research of investment and financing of wind power]]
* Nicklin and Roch (2008): [[Biases influencing recommendation letter contents: Physical attractiveness and gender]]
* McCarthy and Zald (1973): [[The trend of social movements in America: professionalization and resource mobilization]]
* Turco (2010): [[Cultural foundations of tokenism]]

=== Read But Unwritten ===

These are summaries I have not written here but hope to write soon. I use this list as a sort of running todo list:

* Meyer (2005): [[Can performance studies create actionable knowledge if we can't measure the performance of the firm?]]
* Kerr (1975): [[On the follow of rewarding A, while hoping for B]]
* Gibbons (1998): [[Incentives in organizations]]
* Geier et al. (2006): [[Unit bias]] [http://sciencethatmatters.com/archives/35]

== Zotero Integration ==

I've written a little [[wikipedia:Citation style language|citation style language]] file that one can import into [http://zotero.org Zotero]. Detailed instructions on installation and use are online here:

:[[User:Benjamin Mako Hill/Zotero integration]]

== My Thoughts about AcaWiki ==

To my knowledge, AcaWiki is the only freely-licensed, collaboratively-edited, repository for summaries of academic articles. That's why I'm here. That said, it has a number of problems I'd like to see fixed:

# '''Outreach''' -- Most of the work on AcaWiki seems to be technical in nature. ''AcaWiki is not a technical problem.'' If we can convince 20 PhD students reading for [[AcaWiki:Prelims|qualifying or general exams]] in different field to post the summaries ''they are already making'' to this wiki, we will have created the single best resource of academic paper summaries anywhere. I'm trying to do my part! You should to!
# <strike>'''CAPTCHAs''' -- The reCAPTCHAs are ''extremely'' annoying. They should be shown for anonymous editors who are adding links and for new user registrations and never for new users. The current situation is madness and are driving away contributions.</strike>
# <strike>'''Templates''' -- There are errors or problems in the templates for the forms I see no (documented?) way to edit these.</strike>
# '''Impoverished metadata''' -- The metadata here is pretty weak and creating yet-another-bibliographic-metadata-format seems like a very poor way to go. AcaWiki should store rich metadata but should store it in an existing format like Zotero RDF (freely available and with all the semantic-web-goodness we want). Making that transition is probably a big step, but I think it's worth it.
# '''Forms for subpages''' -- Forms should be smarter and not try to force the template used in a particular namespace onto people using subpages. Try to edit [[User:Benjamin Mako Hill/Zotero integration]] to get an idea of what the problem is.
# <strike>'''www.acawiki.org''' -- This should redirect to acawiki.org! Right now it just gives pages not found links!</strike>

Please edit [[User talk:Benjamin Mako Hill|my talk page]] and lets talk about this!

Why are Gambling Markets Organised So Differently from Financial Markets?

2012-09-28T05:12:16Z

Benjamin Mako Hill: Reverted edits by Liaozexin (talk) to last revision by Steren

{{Summary
|authors=Steven Levitt
|journal=The Economic Journal
|journal_volume=114
|url=http://pricetheory.uchicago.edu/levitt/Papers/LevittWhyAreGamblingMarkets2004.pdf
|pub_date=2004
|subject=Economics
|tags=Economics, Gambling
|pub_open_access=No
|summary=The paper uses a unique data set to explore why sports betting and financial markets differ in structure. In the former, a bookmaker typically sets prices (i.e. spreads), which change little if at all. In the latter, market makers match buy and sell orders at a market clearing price, which changes often.

Theoretically, a bookmaker can exploit bettors' systematic biases to increase profitability, while taking on some risk of loss (by contrast a market clearing price would ensure no loss for the bookmaker -- trading profits would be exactly half of the "vig" paid by losing bettors). A bookmaker's exploitation of bettors' biases is also limited by the potential for rational bettors to exploit distorted prices.

The paper's data are sourced from a contest held by an online bookmaker during the 2001-2 National Football League season, with 285 entrants making 19,770 bets on 242 games. There are several shortcomings with these data stemming from the contest -- bettors are attempting to win a contest, not risking money on individual games (though there was a $250 entry fee, all returned as prizes), it was not possible for bettors to reveal intensity of preferences across games, entrant attrition, and the bets and bettors are not likely to be representative of random sports bettors. However, these data include quantity of bets on each side of a wager, in addition to price -- quantity is virtually never available.

The data show that prices (which were virtually identical to those at online and Las Vegas bookmakers) did not equalize bets on each side of the wager. Approximately half (50-55%) of bets were placed on the team with the most bets in only 20% of games (if bettors were independent and had no preference between bets, this would be true in 2/3rds of games), while in almost 10% of games, more than 80% of bets are made on one team. Bettors seem to have systematic biases, in particular for visiting favorites and against home team underdogs.

The author (Levitt) calculates that exploiting such biases such that wagers are not equalized allows bookmakers to increase gross profits from 5.0% to 6.16%, an increase of 23%. Levitt also finds that these data provide no evidence that some bettors are more skilled than others, and very tentative evidence that aggregating wagers increases accuracy.

The paper concludes that bookmakers are better at predicting game outcomes than bettors, enabling the former to set prices that obtain higher profits than those that would equalize bets on each side. Levitt says that financial markets are more complex and market makers are not better predictors than other participants, supported by evidence on the inability of fund managers to systematically beat market indexes.
|relevance=The paper acknowledges that understanding why competitive pressure does not eliminate excess bookmaker profits is an unanswered question, and does not speculate (if he had, obvious starting places would include differing participant objectives and regulatory environments). Evidence that such profits exist could spur further research on this question, as well as inform implementors, participants, and regulators involved in sports betting, financial markets, and potentially other "wisdom of the crowds" mechanisms.
}}

Discussion of the Method: Conducting the Engineer's Approach to Problem Solving

2012-09-28T05:07:09Z

Benjamin Mako Hill: Reverted edits by Liaozexin (talk) to last revision by Mchua

{{Summary
|title=Discussion of the Method: Conducting the Engineer's Approach to Problem Solving
|authors=Billy Vaughn Koen
|url=http://www.amazon.com/Discussion-Method-Conducting-Engineering-Technology/dp/B000F6Z96Y
|tags=engineering education, engineering philosophy, problem solving, design methodology
|summary=This selection is a discussion what engineering is, addressed by a discussion on the sorts of qualities and constraints make a problem an "engineering problem," and the different ways and characteristics that would make somebody say they're solving that problem with "engineering" or "the engineering way." (Implicit but not exactly stated in this reading is that engineering involves the solution of problems, and that those who solve engineering problems via engineering are engineers.)
|relevance=Quote, p 8: "Most people think of the engineer in terms of his artifacts rather than his art." This ties back to [[Cultural boundaries of science: Credibility on the Line|Gieryn]]'s concept of engineering as a black box; messy world goes in, magic happens, and ''things'' come out.

Engineers cause change.

Engineers are constrained by available resources.

Quote, p 16: "To exist is to be some engineer's notion of best."

Quote, p 25: "If you, as with all humans since the birth of humankind, desire change: if the system you want to change is complex and poorly understood; if the change you will accept must be the best available as you balance often conflicting criteria; and if it is constrained by limited resources, then you are in the presence of an engineering problem. If you cause this change using the strategy described next, then you are an engineer." This was a huge point of contention during my reading group as we argued about the boundaries of who was and wasn't an engineer -- could we say a little kid was an engineer or doing engineering (and is there a difference between the two?) Would we call the same little kid in a junior football league "a football player who is playing football"? Why or why not?
|pub_date=2003
|subject=Philosophy
}}

Arguing in English and French asynchronous online discussion

2012-09-28T04:35:50Z

Benjamin Mako Hill: Reverted edits by Alicewise (talk) to last revision by Jodi.a.schneider

{{Summary
|title=Arguing in English and French asynchronous online discussion
|authors=Diana M. Lewis
|url=http://www.sciencedirect.com/science/article/B6VCW-4GBWJD6-1/2/17cc2a9651cae12245e2692353a6e092
|tags=pragmatics, linguistics, discourse-markers, concession, contrast, discourse analysis, CMC, online communication, online journalism, discussions, online argumentation, political discourse, online news
|summary=See the summary of [[Discourse-marking of concession and contrast in asynchronous online discussion]]; this journal article refines and updates that conference paper.

Substantive changes:
Table 4 adds the timestamp to indicate the pace of the discussion from Le Monde. "Message no. 14 is the first to introduce the first person and second person pronouns" and subsequently a dialogue between two participants develops.

Crystal 2001 is introduced for additional discussion of topic decay while disrupted adjacency is discussed.

"Online, it is only once a discussion has got underway and has become more conversational, in the sense of message directed at particular participants, that reactive message openings begin to appear, often in the form of discourse markers that register a relation between the upcoming point of view and another post."

==Position statements==
A new section on position statements clarifies the argumentation structures such as position + support. The previous examples are classified in this manner and additional examples are supplied. Lexical markers (such as "for example") may be (but are not always) used to introduce the evidence.

==Epistemic expressions==
More space is devoted to the discussion of concession structures and particularly epistemic expressions, which can be multifunctional; this provides a better link to the case study of "of course" and "bien sûr" next presented.

==Conclusions==
Online forums' "real dialogic nature" is presented as a further explanation for the increased prevalence of the concession markers, beyond their use in marking irony. "The monologic/dialogic distinction may be more salient to writers/speakers than the mode distinction."

==Selected references==
* Couper-Kuhlen, Elizabeth, Thompson, Sandra A., 2000. [[Concessive patterns in conversation]]. In: Couper-Kuhlen, Elizabeth, Kortmann, Bernd (Eds.), Cause–Condition–Concession–Contrast. Cognitive and Discourse Perspectives. Mouton de Gruyter, Berlin, pp. 381–410.
* Crystal, David, 2001. [[Language and the Internet]]. Cambridge University Press, Cambridge.
|journal=Journal of Pragmatics
|pub_date=Nov/2005
|doi=10.1016/j.pragma.2005.02.014
|journal_volume=37
}}

Managing product families: The case of the Sony Walkman

2012-09-28T04:35:28Z

Benjamin Mako Hill: Reverted edits by Alicewise (talk) to last revision by Benjamin Mako Hill

{{Summary
|title=Managing product families: The case of the Sony Walkman
|authors=Susan Sanderson, Mustafa Uzumeri
|journal=Research Policy
|journal_vol=24
|pub_date=1995
|doi=10.1016/0048-7333(94)00797-B
|subject=Business
|pub_open_access=No
|tags=Product Development
|summary=Sanderson and Uzumeri (1995) contribute to the product development literature with a case study of the [[:wikipedia:Sony Walkman|Sony Walkman]] that offers the basic conclusion that Sony succeeded because it both developed new models as fast as their competitors but had product lines of families last much longer. The argument is that previously literature has focused just on rapid development as a dependent variable measuring product development success but that longevity has been an important part of Sony's success.

Sanderson and Uzumeri provide a detailed description of the walk man using data from:

* Models, features, and prices taken from newspaper advertisements.
* Interview data from managers, product managers, and designers within Sony.
* Data from company records and newsletters.

The authors use this data to tell a detailed, quantitative history of personal music players in general with a focus on the Walkman. The authors. The authors show that Sony released more models than its competitors and that these models lasted nearly 2 years on the market while its competitors lasted a mean of 1.2 years.

The authors explain that the vast majority of Sony's new products in the Walkman line (85%) where minor rearrangement of existing functionality. For example, the Walkman Sport (in a more rugged yellow case) and My First Sony aimed a children were two lines that used older technologies but packed it differently.

The authors also point out that industrial design work was located in the countries that the Walkman was sold in while production and engineering tended to be located in Japan. This allowed the firm to have designers close to markets and in a position to make the types of rearrangements that sustained the product line.

The authors summarize their results by focusing on four specific tactics explored by Sony's management:

# A variety-intensive product development strategy.
# A multilateral management of product design by locating design in each of its major markets.
# Judicious use of industrial designers.
# Minimizing design cost.

|relevance=Sanderson and Uzumeri's article has been cited more than 260 times since it was published 15 years ago. Almost all of these citations seem to have been in the product development and design literature.}}

User talk:Mattbeane

2012-08-02T18:20:46Z

Benjamin Mako Hill: /* Greetings and Welcome */ more from me!

== Greetings and Welcome ==

Hi Matt! It's good to see you here and cool to see the summary for [[How common Is workplace transformation and who adopts it?]]. I hope you stick around and contribute more! You can find my summaries (if you haven't found them yet) at these pages:

* [[User:Benjamin Mako Hill]]: Random new stuff and my user page here
* [[User:Benjamin Mako Hill/Generals]]: My generals list sorted by topic
* [[User:Benjamin Mako Hill/Summaries]]: Most summaries I've posted, sorted by first author's last name.

Let me know if you run into issues by editing my talk page. I've been having some performance issues. We can see if we can work them out. Thanks again! —[[User:Benjamin Mako Hill|mako]][[User talk:Benjamin Mako Hill|๛]] 05:16, 3 October 2010 (UTC)

{{talkback|Benjamin Mako Hill}}

== Thanks and Admin Rights ==

I've given you admin rights on AcaWiki which means your account can delete/undelete conten, revert edits, and some other fun stuff. One reason I'm doing it is just so that your edits/contributions don't show up in the list of edits to patrol for spam.

And, in general, thanks for the steady stream of stuff! It's great! —[[User:Benjamin Mako Hill|mako]][[User talk:Benjamin Mako Hill|๛]] 20:20, 2 August 2012 (CEST)

The trend of social movements in America: professionalization and resource mobilization

2012-03-13T14:00:23Z

Benjamin Mako Hill:

{{Summary
|title=The trend of social movements in America: professionalization and resource mobilization
|authors=J.D. McCarthy, M.N. Zald
|url=http://deepblue.lib.umich.edu/handle/2027.42/50939
|summary=In this paper, McCarthy and Zald lay the groundwork for their future paper that will more fully lays out the resource mobilization theory. In this paper, they make the basic justification for the theory by arguing against what they call the "classic" theory of social movements that is predicated on a "hearts and minds" approach where a particular grievance makes many people upset which leads to mobilization. In the classic theory, there's some direct connection between the effect or impact of a particular grievance and the size of the social movement that results to oppose the grievance.

McCarthy and Zald suggest that this model is particularly poorly suited to describe what they argue is a large and growing number of social movement organizations whose staff are essentially professional and bureaucratized. Their context is very much the 1970s. They argue that there has be an increase in social movement activity not because grievances have gotten worse during the middle part of the twentieth century but because a series of things have led to the fact that there are now more resources available for social movement activity and for social movement organizations.

The paper lays out a series of arguments to show that participation in membership organizations -- especially political organizations and other measures of political participation like voting -- has not increased over the the last few decades. They also try to present data to suggest that the United States is not creating a large middle class with large amounts of expendable time to be put toward social movements.

The authors then review and code up grants from foundations (all that are larger than USD 10,000) to show that there is a large increase in money going to what they would describe as social movements organizations over the same period. They do similar things (although usually with less data) to argue there is an increase in resources from foundations, governments, for-profit companies, churches, and universities. They also argue that dissent itself has become heavily industrialized.

Their basic argument is that many social movement organizations are essentially requiring very little form their memberships and are working on their own with their own professional staff. They suggest that, "the definition of grievances will expand to meet the funds and support personnel available."

The classical model would predict that in poor economic times, we would see more movement activity (since there would be more grievances to move against). The resource-based theory would suggest the opposite, the increase of slack and available resources for social movement organizations would increase movement activity. They argue that this theory based on, "supply and demand of labor...[and other resources]" is a critical piece of how we should begin to understand movements.

|pub_date=1973
|subject=Sociology
|pub_open_access=
}}

The trend of social movements in America: professionalization and resource mobilization

2012-03-13T13:58:29Z

Benjamin Mako Hill: add metatdata

{{Summary |title=The trend of social movements in America: professionalization and resource mobilization |authors=J.D. McCarthy, M.N. Zald |pub_date=1973 |subject= |pub_open_access= |tags= |summary= |relevance=}}

User:Benjamin Mako Hill

2012-03-13T13:58:02Z

Benjamin Mako Hill: /* New Summaries */ McCarthy and Zald (1973)

{{User
|name=Benjamin Mako Hill
|photo=Mako yellow-280px.png
|location=Massachusetts Institute of Technology, Cambridge, Massachusetts
}}
== About Me ==

I have more webpages than I can reasonably count and my current policy to to try to not aggravate this problem so I'm going to be brief. I have many webpages where I talk a lot about myself, my projects, and other things that I do. If you are interested in this, you can read any of the pages linked below:

* [http://mako.cc My Homepage]
* [http://mako.cc/copyrighteous Copyrighteous] (My Blog)
* [http://mako.cc/contact.html My Up-To-Date Contact Information]

== Summaries ==

Readings summaries can take time. As a result, I write summaries of my summaries over at [http://identi.ca/acamako the microblogging site identi.ca]. None are longer than 140 characters!

At the moment, I think the best way to help AcaWiki is to help seed it with content so that scholars may spend time here and start contributing. As a result, I spend almost all of my time on AcaWiki writing summaries of academic articles and books

You can find my summaries here:

* [[User:Benjamin Mako Hill/Summaries]]: A complete list of summaries that I've written, sorted by author.
* [[User:Benjamin Mako Hill/Generals]]: My full [[AcaWiki:Prelims|PhD general examinations]] reading list of which I've prepared summaries of most.

Many of these summaries are rough. I tend to write them once, fix obvious spelling mistakes, and then publish them. I do not, in most cases, even reread my summaries before posting them. As a result, the text is likely to be flawed in a number of ways. Please keep that in mind and don't hesitate to improve them! Indeed, that's why I'm sharing them here!

=== New Summaries ===

These are summaries I have written recently and not sorted into the lists above yet:

* Zhang and Zhu (2010): [[Group size and incentives to contribute: A natural experiment at Chinese Wikipedia]] [http://blog.mikezhang.com/files/chinesewikipedia.pdf]
* Benkler (2009): [[Law, policy, and cooperation]]
* Astley (1985): [[Administrative science as socially constructed truth]]
* Markus and Robey (1988): [[Information technology and organizational change: Causal structure in theory and research]]
* Burrell and Morgan (1979): [[Sociological paradigms and organizational analysis: Elements of the sociology of corporate life]]
* Orlikowski and Baroudi (1998): [[Studying information technology in organizations: Research approaches and assumptions]]
* de Vugt (2010): [[Dare to edit! – the politics of Wikipedia the politics of Wikipedia]]
* Pentzold (2010): [[Imagining the Wikipedia community: What do Wikipedia authors mean when they write about their "community"?]]
* Gaio et al. (2009): [[Wikibugs: Using template messages in open content collections]]
* Ashton (2011) [[Awarding the self in Wikipedia: Identity work and the disclosure of knowledge]]
* Currie and Moretti (2003): [[Mother's education and the intergenerational transmission of human capital: Evidence from college openings]]
* Dee (2004): [[Are there civic returns to education?]]
* Ludwig and Miller (2007): [[Does Head Start improve children's life chances? Evidence from a regression discontinuity design]]
* Angrist and Lavy (1999): [[Using Maimonides' rule to estimate the effect of class size on scholastic achievement]]
* Yang et al. (2010): [[The research of investment and financing of wind power]]
* Nicklin and Roch (2008): [[Biases influencing recommendation letter contents: Physical attractiveness and gender]]
* McCarthy and Zald (1973): [[The trend of social movements in America: professionalization and resource mobilization]]

=== Read But Unwritten ===

These are summaries I have not written here but hope to write soon. I use this list as a sort of running todo list:

* Meyer (2005): [[Can performance studies create actionable knowledge if we can't measure the performance of the firm?]]
* Kerr (1975): [[On the follow of rewarding A, while hoping for B]]
* Gibbons (1998): [[Incentives in organizations]]
* Geier et al. (2006): [[Unit bias]] [http://sciencethatmatters.com/archives/35]

== Zotero Integration ==

I've written a little [[wikipedia:Citation style language|citation style language]] file that one can import into [http://zotero.org Zotero]. Detailed instructions on installation and use are online here:

:[[User:Benjamin Mako Hill/Zotero integration]]

== My Thoughts about AcaWiki ==

To my knowledge, AcaWiki is the only freely-licensed, collaboratively-edited, repository for summaries of academic articles. That's why I'm here. That said, it has a number of problems I'd like to see fixed:

# '''Outreach''' -- Most of the work on AcaWiki seems to be technical in nature. ''AcaWiki is not a technical problem.'' If we can convince 20 PhD students reading for [[AcaWiki:Prelims|qualifying or general exams]] in different field to post the summaries ''they are already making'' to this wiki, we will have created the single best resource of academic paper summaries anywhere. I'm trying to do my part! You should to!
# <strike>'''CAPTCHAs''' -- The reCAPTCHAs are ''extremely'' annoying. They should be shown for anonymous editors who are adding links and for new user registrations and never for new users. The current situation is madness and are driving away contributions.</strike>
# <strike>'''Templates''' -- There are errors or problems in the templates for the forms I see no (documented?) way to edit these.</strike>
# '''Impoverished metadata''' -- The metadata here is pretty weak and creating yet-another-bibliographic-metadata-format seems like a very poor way to go. AcaWiki should store rich metadata but should store it in an existing format like Zotero RDF (freely available and with all the semantic-web-goodness we want). Making that transition is probably a big step, but I think it's worth it.
# '''Forms for subpages''' -- Forms should be smarter and not try to force the template used in a particular namespace onto people using subpages. Try to edit [[User:Benjamin Mako Hill/Zotero integration]] to get an idea of what the problem is.
# <strike>'''www.acawiki.org''' -- This should redirect to acawiki.org! Right now it just gives pages not found links!</strike>

Please edit [[User talk:Benjamin Mako Hill|my talk page]] and lets talk about this!

Biases influencing recommendation letter contents: Physical attractiveness and gender

2012-02-16T17:45:30Z

Benjamin Mako Hill:

{{Summary
|title=Biases influencing recommendation letter contents: Physical attractiveness and gender
|authors=Jessica M Nicklin, Sylvia G Roch
|summary=Nicklin and Roch (2008) present the results of a psychological experiments that looks at the effects of inflated letters of recommendation (LORs) and the effect of two well known types of bias (gender, and physical appearance) on their evaluation. The experiment involved 244 participants who evaluated candidates with a gender neutral name and identical resumes based on letters of recommendation that, through a series of pre-tests, they established were either inflated (i.e., they included words like "excellent" and "the best" and other superlatives) or non-inflated. The candidates were, in theory, applying for a job and the study participants were asked to rate the persons hirability and their likelihood of further success. In different treatments, they included photographs of the application which were either male or female and either attractive or unattractive (as measured in previous tests).

The paper tested two hypotheses:

# '''Hypothesis 1.''' Applicants with inflated LORs will (a) have a better chance of being hired; and (b) be predicted to become more successful in the company than will applicants with less inflated LORs.

# '''Hypothesis 2.''' Attractive male applicants with inflated LORs will (a) have the best chance of being hired; and (b) be predicted to become more successful in the company than all other applicants.

They found support for Hypothesis 1 as inflated letters were associated with higher evaluations along both tested criteria.

Hypothesis 2, which predicted that attractive men who with inflated letters would be considered the most hirable and and likely to succeed. was not supported, was not supported. However, there was support for an unaticipated interaction in their models. Attractive women, and only that condition, benefited relative to others when they were paired with a non-inflated letter.
|journal=Journal of Applied Social Psychology
|pub_date=2008
|doi=10.1111/j.1559-1816.2008.00425.x
|journal_vol=38
|pub_open_access=
}}

Biases influencing recommendation letter contents: Physical attractiveness and gender

2012-02-16T17:39:22Z

Benjamin Mako Hill:

{{Summary
|title=Biases influencing recommendation letter contents: Physical attractiveness and gender
|summary=Nicklin and Roch (2008) present the results of a psychological experiments that looks at the effects of inflated letters of recommendation (LORs) and the effect of two well known types of bias (gender, and physical appearance) on their evaluation. The experiment involved 244 participants who evaluated candidates with a gender neutral name and identical resumes based on letters of recommendation that, through a series of pre-tests, they established were either inflated (i.e., they included words like "excellent" and "the best" and other superlatives) or non-inflated. The candidates were, in theory, applying for a job and the study participants were asked to rate the persons hirability and their likelihood of further success. In different treatments, they included photographs of the application which were either male or female and either attractive or unattractive (as measured in previous tests).

The paper tested two hypotheses:

# '''Hypothesis 1.''' Applicants with inflated LORs will (a) have a better chance of being hired; and (b) be predicted to become more successful in the company than will applicants with less inflated LORs.

# '''Hypothesis 2.''' Attractive male applicants with inflated LORs will (a) have the best chance of being hired; and (b) be predicted to become more successful in the company than all other applicants.

They found support for Hypothesis 1 as inflated letters were associated with higher evaluations along both tested criteria.

Hypothesis 2, which predicted that attractive men who with inflated letters would be considered the most hirable and and likely to succeed. was not supported, was not supported. However, there was support for an unaticipated interaction in their models. Attractive women, and only that condition, benefited relative to others when they were paired with a non-inflated letter.
|pub_date=2008
|doi=10.1111/j.1559-1816.2008.00425.x
|journal_vol=38
|pub_open_access=
}}

Biases influencing recommendation letter contents: Physical attractiveness and gender

2012-02-16T17:38:20Z

Benjamin Mako Hill: added nicklin and roch (2008)

{{Summary |title=Biases influencing recommendation letter contents: Physical attractiveness and gender |authors=Jessica M Nicklin, Sylvia G Roch |journal=Journal of Applied Social Psychology |journal_vol=38 |pub_date=2008 |doi=10.1111/j.1559-1816.2008.00425.x |subject= |pub_open_access= |tags=
|summary=Nicklin and Roch (2008) present the results of a psychological experiments that looks at the effects of inflated letters of recommendation (LORs) and the effect of two well known types of bias (gender, and physical appearance) on their evaluation. The experiment involved 244 participants who evaluated candidates with a gender neutral name and identical resumes based on letters of recommendation that, through a series of pre-tests, they established were either inflated (i.e., they included words like "excellent" and "the best" and other superlatives) or non-inflated. The candidates were, in theory, applying for a job and the study participants were asked to rate the persons hirability and their likelihood of further success. In different treatments, they included photographs of the application which were either male or female and either attractive or unattractive (as measured in previous tests).

The paper tested two hypotheses:

# ''Hypothesis 1.'' Applicants with inflated LORs will (a) have a better chance of being hired; and (b) be predicted to become more successful in the company than will applicants with less inflated LORs.

# '''Hypothesis 2.''' Attractive male applicants with inflated LORs will (a) have the best chance of being hired; and (b) be predicted to become more successful in the company than all other applicants.

They found support for Hypothesis 1 as inflated letters were associated with higher evaluations along both tested criteria.

Hypothesis 2, which predicted that attractive men who with inflated letters would be considered the most hirable and and likely to succeed. was not supported, was not supported. However, there was support for an unaticipated interaction in their models. Attractive women, and only that condition, benefited relative to others when they were paired with a non-inflated letter.
|relevance=}}

User:Benjamin Mako Hill

2012-02-16T17:36:20Z

Benjamin Mako Hill: /* New Summaries */ added

{{User
|name=Benjamin Mako Hill
|photo=Mako yellow-280px.png
|location=Massachusetts Institute of Technology, Cambridge, Massachusetts
}}
== About Me ==

I have more webpages than I can reasonably count and my current policy to to try to not aggravate this problem so I'm going to be brief. I have many webpages where I talk a lot about myself, my projects, and other things that I do. If you are interested in this, you can read any of the pages linked below:

* [http://mako.cc My Homepage]
* [http://mako.cc/copyrighteous Copyrighteous] (My Blog)
* [http://mako.cc/contact.html My Up-To-Date Contact Information]

== Summaries ==

Readings summaries can take time. As a result, I write summaries of my summaries over at [http://identi.ca/acamako the microblogging site identi.ca]. None are longer than 140 characters!

At the moment, I think the best way to help AcaWiki is to help seed it with content so that scholars may spend time here and start contributing. As a result, I spend almost all of my time on AcaWiki writing summaries of academic articles and books

You can find my summaries here:

* [[User:Benjamin Mako Hill/Summaries]]: A complete list of summaries that I've written, sorted by author.
* [[User:Benjamin Mako Hill/Generals]]: My full [[AcaWiki:Prelims|PhD general examinations]] reading list of which I've prepared summaries of most.

Many of these summaries are rough. I tend to write them once, fix obvious spelling mistakes, and then publish them. I do not, in most cases, even reread my summaries before posting them. As a result, the text is likely to be flawed in a number of ways. Please keep that in mind and don't hesitate to improve them! Indeed, that's why I'm sharing them here!

=== New Summaries ===

These are summaries I have written recently and not sorted into the lists above yet:

* Zhang and Zhu (2010): [[Group size and incentives to contribute: A natural experiment at Chinese Wikipedia]] [http://blog.mikezhang.com/files/chinesewikipedia.pdf]
* Benkler (2009): [[Law, policy, and cooperation]]
* Astley (1985): [[Administrative science as socially constructed truth]]
* Markus and Robey (1988): [[Information technology and organizational change: Causal structure in theory and research]]
* Burrell and Morgan (1979): [[Sociological paradigms and organizational analysis: Elements of the sociology of corporate life]]
* Orlikowski and Baroudi (1998): [[Studying information technology in organizations: Research approaches and assumptions]]
* de Vugt (2010): [[Dare to edit! – the politics of Wikipedia the politics of Wikipedia]]
* Pentzold (2010): [[Imagining the Wikipedia community: What do Wikipedia authors mean when they write about their "community"?]]
* Gaio et al. (2009): [[Wikibugs: Using template messages in open content collections]]
* Ashton (2011) [[Awarding the self in Wikipedia: Identity work and the disclosure of knowledge]]
* Currie and Moretti (2003): [[Mother's education and the intergenerational transmission of human capital: Evidence from college openings]]
* Dee (2004): [[Are there civic returns to education?]]
* Ludwig and Miller (2007): [[Does Head Start improve children's life chances? Evidence from a regression discontinuity design]]
* Angrist and Lavy (1999): [[Using Maimonides' rule to estimate the effect of class size on scholastic achievement]]
* Yang et al. (2010): [[The research of investment and financing of wind power]]
* Nicklin and Roch (2008): [[Biases influencing recommendation letter contents: Physical attractiveness and gender]]

=== Read But Unwritten ===

These are summaries I have not written here but hope to write soon. I use this list as a sort of running todo list:

* Meyer (2005): [[Can performance studies create actionable knowledge if we can't measure the performance of the firm?]]
* Kerr (1975): [[On the follow of rewarding A, while hoping for B]]
* Gibbons (1998): [[Incentives in organizations]]
* Geier et al. (2006): [[Unit bias]] [http://sciencethatmatters.com/archives/35]

== Zotero Integration ==

I've written a little [[wikipedia:Citation style language|citation style language]] file that one can import into [http://zotero.org Zotero]. Detailed instructions on installation and use are online here:

:[[User:Benjamin Mako Hill/Zotero integration]]

== My Thoughts about AcaWiki ==

To my knowledge, AcaWiki is the only freely-licensed, collaboratively-edited, repository for summaries of academic articles. That's why I'm here. That said, it has a number of problems I'd like to see fixed:

# '''Outreach''' -- Most of the work on AcaWiki seems to be technical in nature. ''AcaWiki is not a technical problem.'' If we can convince 20 PhD students reading for [[AcaWiki:Prelims|qualifying or general exams]] in different field to post the summaries ''they are already making'' to this wiki, we will have created the single best resource of academic paper summaries anywhere. I'm trying to do my part! You should to!
# <strike>'''CAPTCHAs''' -- The reCAPTCHAs are ''extremely'' annoying. They should be shown for anonymous editors who are adding links and for new user registrations and never for new users. The current situation is madness and are driving away contributions.</strike>
# <strike>'''Templates''' -- There are errors or problems in the templates for the forms I see no (documented?) way to edit these.</strike>
# '''Impoverished metadata''' -- The metadata here is pretty weak and creating yet-another-bibliographic-metadata-format seems like a very poor way to go. AcaWiki should store rich metadata but should store it in an existing format like Zotero RDF (freely available and with all the semantic-web-goodness we want). Making that transition is probably a big step, but I think it's worth it.
# '''Forms for subpages''' -- Forms should be smarter and not try to force the template used in a particular namespace onto people using subpages. Try to edit [[User:Benjamin Mako Hill/Zotero integration]] to get an idea of what the problem is.
# <strike>'''www.acawiki.org''' -- This should redirect to acawiki.org! Right now it just gives pages not found links!</strike>

Please edit [[User talk:Benjamin Mako Hill|my talk page]] and lets talk about this!

Technology integration: Managing technological evolution in a complex environment

2011-03-17T20:53:27Z

Benjamin Mako Hill:

{{Summary
|title=Technology integration: Managing technological evolution in a complex environment
|authors=Marco Iansiti
|tags=product development,innovation,organizational capabilities
|summary=Using field observation data from 27 projects and 61 different "problem solving attempts", Marco Iansiti shows that differences in performance (as measured by product lead time) are associated with skills and routines facilitating ''technology integration''. He argues that high-performing organizations use a "systems focused" approach to product development which try to gauge the effect of technological changes on the existing routines and capabilities of the firm developing the product.

Iansiti's offers three major findings. He argues that the more effective organizations were associated with

# A focus on ''technological integration'' activities.
# Firms dedicated a substantial amount of resources to measure the broad impact on new technological changes on the existing capabilities and resources of the firm during the product development process.
# The use of individuals who had extensive previous product development experiences.

The paper also defines a construct around ''system focused'' organizations which they argue are characterized by three points listed above.

He offers three propositions (quoted verbatim from the paper) which are connected to each other in a triangle or loop:

# In a complex environment characterized by technological discontinuities, high problem-solving efficiency (and development performance) will be associated with approaches that sample a broad base of disciplinary expertise - involving the search for and processing of information from disciplinary knowledge bases which were previously unrelated.
# System-focused organizations will be associated with high levels of development performance in environments characterized by discontinuous technological change.
# System-focused organizations will be associated with a broader approach to solving problems than other organizations-this will involve information search and processing activities that cross a broader base of existing disciplinary expertise.

Iansiti tests his propositions using data from the mainframe computer industry and, to ensure comparability, focus on the development of multi-chip modules. His dependent variable is lead time. They find broad support for his propositions and argue that success in environments marked by technological discontinuities are associated with with the creation of "integration groups" with people focused on identify integration problems early on addressing them.
|relevance=Iansiti's article has been cited almost 300 years in the 15 years it was published. It has been cited in the product development literature but also more broadly in the literature on innovation, problem solving, and organizational capabilities.
|journal=Research Policy
|pub_date=1995
|doi=10.1016/S0048-7333(94)00781-0
|subject=Business
|journal_vol=24
|pub_open_access=No
}}

Are there civic returns to education?

2011-03-05T20:45:00Z

Benjamin Mako Hill:

{{Summary
|title=Are there civic returns to education?
|authors=Thomas S. Dee
|summary=Dee asks if increased educational attainment result in higher amounts of adult civic engagement?

Like [[Mother's education and the intergenerational transmission of human capital: Evidence from college openings|Currie and Moretti (2003)]], Dee is interested in measuring the positive externalities of education. His implication is that if civic involvement can be shown to be a causal effect of education, policy makers would need to weigh that in our decisions about whether and how much money to spend on education.

Dee suggests that this causal effect may happen in two ways:

# Education may reduce the effective costs of civic participation by making it easier to make sense of complex political information.
# Education may shape individual preferences for civic activity by instilling democratic values or altering the peer groups and shared social norms.

Dee presents two analyses. The first includes data from the ''High School and Beyond'' dataset which includes longitudinal data from high school sophomores in 1980 with followups into the 1990s. The second data sets from the 1972-2000 General Social Surveys.

He looks at outcomes form HS&B that include answers to questions on whether respondents were: (1) registered to vote, (2) voted in last 12 months, (3) voted in 1988 Presidential election, or (3) volunteered in last 12 months.

He looks at GSS data on (1) voting in the presidential election, (2) newspaper readership, (3) group membership, and (4) and tolerance of the speech of people with unpopular viewpoints.

Dee's identification strategy includes instrumental variables on geographic proximity to 2-year colleges that exploits cross-sectional variation in the availability of these schools colleges which he argues represents an exogenous force that drive college attendance among students who are otherwise equal in expectation in the first study. In the second study, he instrument son variation in child labor laws which influences amount of schooling at the secondary level and which he argues is exogenous to attitudes on civic participation.

In both cases, he finds that educational attainment has large and statistically significant effects on subsequent voter participation and support for free speech. In particular, he finds in both studies that about ~2.5 more years of schooling increased voter turnout by 16 to 17 percentage points about 7% per year of schooling) and that education is associated with a increases in essentially all of his measures.

Important threats to validity that Dee addresses include: (1) the unobserved traits of communities near colleges (e.g., high socioeconomic status) could simultaneously encourage both higher educational attainment and increased civic participation and (b) the availability of colleges may promote a more politically aware and engaged culture that supports higher amounts of civic engagement of teens independently of its effects on educational attainment.
|journal=Journal of Public Economics
|pub_date=2004
|doi=10.1016/j.jpubeco.2003.11.002
|journal_vol=88
|pub_open_access=
}}

Using Maimonides' rule to estimate the effect of class size on scholastic achievement

2011-03-05T20:40:54Z

Benjamin Mako Hill: Angrist and Lavy 1999

{{Summary |title=Using Maimonidesʼ rule to estimate the effect of class size on scholastic achievement |authors=Joshua D. Angrist, Victor Lavy |journal=Quarterly Journal of Economics |journal_vol=114 |pub_date=1999 |doi=10.1162/003355399556061 |subject= |pub_open_access= |tags=
|summary=Angrist and Lavy attempt to investigate what the causal impact is of an offer of a small class student achievement as measured by reading and math scores.

Most work in the past had been in the from of either randomized experiments like the Tennessee STAR experiment or in the form o observational studies where performance of students in small classes are compared to students in large classes and controls are added for alternative explanations (e.g., SES, etc). Of course, schools with smaller classes might have smaller classes because of unobserved factors of the society or community or administrators which are also driving the higher levels of educational performance.

Angrist and Lavy use data from Israeli National Censuses of Schools which includes beginning-of-year enrollment data and school characteristics. They also have data on actual class size collected during the year and average test within schools from National Center for Education Feedback in Hebrew reading and math.

The authors use "Maimonides’ rule" as an exogenous source of variation in class size that can be used to estimate the effects of class size on scholastic achievement of Israeli pupils. The rule comes from a Talmudic passage where a Babylonian Rabbi named Maimonides suggested that no class should have more than 40 students for a single teacher. This rule is adhered to closely within Israeli. Angrist and Lavy treat schools with 35-40 students as equal in expectation to schools with 40-45 -- although the former would have large classes and the former would have small classes.

In doing so, they assume that non-class-size effects on test scores do not depend on enrollment except through a smooth function of the control variables they have and that parents do not selectively exploit Maimonides rule. They present evidence and robustness checks to address each assumption.

They find different effects of class size at different grade levels:

* In 5th grade, the offer of a small class substantially increases math and reading scores.
* In 4th grade, smaller classes appear to increase reading scores moderately.
* In 3rd grade there is no apparently effect from an offer of a small class.

They suggest that the grade 3 finding is a result of different testing procedures during the year that the third grade data was collected.

|relevance=Angrist and Lavy's model of using absolute cutoffs in terms of class sizes has been replicated now in more than a dozen different studies across the world that exploit these policies of a way of finding opportunities to use regression discontinuitiy designs.}}

User:Benjamin Mako Hill

2011-03-05T20:25:44Z

Benjamin Mako Hill: /* New Summaries */ Angrist and Lavy 1999

{{User
|name=Benjamin Mako Hill
|photo=Mako yellow-280px.png
|location=Massachusetts Institute of Technology, Cambridge, Massachusetts
}}
== About Me ==

I have more webpages than I can reasonably count and my current policy to to try to not aggravate this problem so I'm going to be brief. I have many webpages where I talk a lot about myself, my projects, and other things that I do. If you are interested in this, you can read any of the pages linked below:

* [http://mako.cc My Homepage]
* [http://mako.cc/copyrighteous Copyrighteous] (My Blog)
* [http://mako.cc/contact.html My Up-To-Date Contact Information]

== Summaries ==

Readings summaries can take time. As a result, I write summaries of my summaries over at [http://identi.ca/acamako the microblogging site identi.ca]. None are longer than 140 characters!

At the moment, I think the best way to help AcaWiki is to help seed it with content so that scholars so that they spend time here and start contributing. As a result, I spend almost all of my time on AcaWiki writing summaries of academic articles and books

You can find my summaries here:

* [[User:Benjamin Mako Hill/Summaries]]: A complete list of summaries that I've written, sorted by author.
* [[User:Benjamin Mako Hill/Generals]]: My full [[AcaWiki:Prelims|PhD general examinations]] reading list of which I've prepared summaries of most.

Many of these summaries are rough. I tend to write them once, fix obvious spelling mistakes, and then publish them. I do not, in most cases, even reread my summaries before posting them. As a result, the text is likely to be flawed in a number of ways. Please keep that in mind and don't hesitate to improve them! Indeed, that's why I'm sharing them here!

=== New Summaries ===

These are summaries I have written recently and not sorted into the lists above yet:

* Zhang and Zhu (2010): [[Group size and incentives to contribute: A natural experiment at Chinese Wikipedia]] [http://blog.mikezhang.com/files/chinesewikipedia.pdf]
* Benkler (2009): [[Law, policy, and cooperation]]
* Astley (1985): [[Administrative science as socially constructed truth]]
* Markus and Robey (1988): [[Information technology and organizational change: Causal structure in theory and research]]
* Burrell and Morgan (1979): [[Sociological paradigms and organizational analysis: Elements of the sociology of corporate life]]
* Orlikowski and Baroudi (1998): [[Studying information technology in organizations: Research approaches and assumptions]]
* de Vugt (2010): [[Dare to edit! – the politics of Wikipedia the politics of Wikipedia]]
* Pentzold (2010): [[Imagining the Wikipedia community: What do Wikipedia authors mean when they write about their "community"?]]
* Gaio et al. (2009): [[Wikibugs: Using template messages in open content collections]]
* Ashton (2011) [[Awarding the self in Wikipedia: Identity work and the disclosure of knowledge]]
* Currie and Moretti (2003): [[Mother's education and the intergenerational transmission of human capital: Evidence from college openings]]
* Dee (2004): [[Are there civic returns to education?]]
* Ludwig and Miller (2007): [[Does Head Start improve children's life chances? Evidence from a regression discontinuity design]]
* Angrist and Lavy (1999): [[Using Maimonides' rule to estimate the effect of class size on scholastic achievement]]

=== Read But Unwritten ===

These are summaries I have not written here but hope to write soon. I use this list as a sort of running todo list:

* Meyer (2005): [[Can performance studies create actionable knowledge if we can't measure the performance of the firm?]]
* Kerr (1975): [[On the follow of rewarding A, while hoping for B]]
* Gibbons (1998): [[Incentives in organizations]]
* Geier et al. (2006): [[Unit bias]] [http://sciencethatmatters.com/archives/35]

== Zotero Integration ==

I've written a little [[wikipedia:Citation style language|citation style language]] file that one can import into [http://zotero.org Zotero]. Detailed instructions on installation and use are online here:

:[[User:Benjamin Mako Hill/Zotero integration]]

== My Thoughts about AcaWiki ==

To my knowledge, AcaWiki is the only freely-licensed, collaboratively-edited, repository for summaries of academic articles. That's why I'm here. That said, it has a number of problems I'd like to see fixed:

# '''Outreach''' -- Most of the work on AcaWiki seems to be technical in nature. ''AcaWiki is not a technical problem.'' If we can convince 20 PhD students reading for [[AcaWiki:Prelims|qualifying or general exams]] in different field to post the summaries ''they are already making'' to this wiki, we will have created the single best resource of academic paper summaries anywhere. I'm trying to do my part! You should to!
# <strike>'''CAPTCHAs''' -- The reCAPTCHAs are ''extremely'' annoying. They should be shown for anonymous editors who are adding links and for new user registrations and never for new users. The current situation is madness and are driving away contributions.</strike>
# <strike>'''Templates''' -- There are errors or problems in the templates for the forms I see no (documented?) way to edit these.</strike>
# '''Impoverished metadata''' -- The metadata here is pretty weak and creating yet-another-bibliographic-metadata-format seems like a very poor way to go. AcaWiki should store rich metadata but should store it in an existing format like Zotero RDF (freely available and with all the semantic-web-goodness we want). Making that transition is probably a big step, but I think it's worth it.
# '''Forms for subpages''' -- Forms should be smarter and not try to force the template used in a particular namespace onto people using subpages. Try to edit [[User:Benjamin Mako Hill/Zotero integration]] to get an idea of what the problem is.
# <strike>'''www.acawiki.org''' -- This should redirect to acawiki.org! Right now it just gives pages not found links!</strike>

Please edit [[User talk:Benjamin Mako Hill|my talk page]] and lets talk about this!

Does Head Start improve children's life chances? Evidence from a regression discontinuity design

2011-03-05T20:23:13Z

Benjamin Mako Hill: Ludwig and Miller 2007

{{Summary |title=Does Head Start improve childrenʼs life chances? Evidence from a regression discontinuity design |authors=Jens Ludwig, Douglas L Miller |journal=Quarterly Journal of Economics |journal_vol=122 |pub_date=2007 |doi=10.1162/qjec.122.1.159 |subject= |pub_open_access= |tags=
|summary=Head Start might help children's health by increasing parent involvement, nutrition, social services, mental health services, and health services more generally. Ludwig and Miller ask, ''Does Head Start result in increased life chances for recipients?''

Ludwig and Miller take advantage of a natural experiment in the form of a discontiuinity design. Essentially, when Head Start was first launched, counties needed to apply to participate in the program. Because the federal government was concerned that the poorest counties would not participate, they gave grant writing assistance to the 300 poorest countries. Ludwig and Miller compare the experience in these 300 poorest countries to the next 300 poorest countries to identify the effect of head start.

They unpack their research question by asking two more specific questions:

# Does the offer of assistance in in securing Head Start funding result in lower child mortality rates?
# Does the offer of assistance in in securing Head Start funding result in higher degrees of educational attainment?

The authors uses a complicated dataset from a series of sources that include:

* The NARA Census (1965) that the government used to identifying the poorest counties that in order to reproduce which counties were giving assistance with their HS applications.
* NARA data on OEO expenditure (1967-1980 but only used 1968-1972) of other types during the same period which was used to find out if receiving HS was correlated with receiving other types of aid.
* US Census data from 1960 through 2000 to get schooling by age including a special tabulation that includes detailed schooling data by age, race and gender.
* County-level data from Vital Statistics -- a census of all death certificates in the United States with cause of death code.
* Individual level geo-coded "NELS" data that included a a nationally representative sample of 8th graders.

The authors model the underlying effect of poverty on their outcomes using a series of parametric (e.g., linear and quadratic) and non-parametric forms. Their "treatment effect" is a measure of which side of the "300 poorest countries" cutoff a country a group falls.

They found that providing Head Start seems to have put the 300 poorest counties on an equal footing with the national average in terms of child mortality (from causes that that the authors suggested could be prevented by head start). Essentially, this amounted to about one or two fewer deaths per 100,000 four-year-olds.

Their primary threat to validity is issues of selective migration which they use NELS data to help address and which they conclude was not driving their findings.

|relevance=}}

User:Benjamin Mako Hill

2011-03-05T20:11:08Z

Benjamin Mako Hill: /* New Summaries */ Ludwig and Miller 2007

{{User
|name=Benjamin Mako Hill
|photo=Mako yellow-280px.png
|location=Massachusetts Institute of Technology, Cambridge, Massachusetts
}}
== About Me ==

I have more webpages than I can reasonably count and my current policy to to try to not aggravate this problem so I'm going to be brief. I have many webpages where I talk a lot about myself, my projects, and other things that I do. If you are interested in this, you can read any of the pages linked below:

* [http://mako.cc My Homepage]
* [http://mako.cc/copyrighteous Copyrighteous] (My Blog)
* [http://mako.cc/contact.html My Up-To-Date Contact Information]

== Summaries ==

Readings summaries can take time. As a result, I write summaries of my summaries over at [http://identi.ca/acamako the microblogging site identi.ca]. None are longer than 140 characters!

At the moment, I think the best way to help AcaWiki is to help seed it with content so that scholars so that they spend time here and start contributing. As a result, I spend almost all of my time on AcaWiki writing summaries of academic articles and books

You can find my summaries here:

* [[User:Benjamin Mako Hill/Summaries]]: A complete list of summaries that I've written, sorted by author.
* [[User:Benjamin Mako Hill/Generals]]: My full [[AcaWiki:Prelims|PhD general examinations]] reading list of which I've prepared summaries of most.

Many of these summaries are rough. I tend to write them once, fix obvious spelling mistakes, and then publish them. I do not, in most cases, even reread my summaries before posting them. As a result, the text is likely to be flawed in a number of ways. Please keep that in mind and don't hesitate to improve them! Indeed, that's why I'm sharing them here!

=== New Summaries ===

These are summaries I have written recently and not sorted into the lists above yet:

* Zhang and Zhu (2010): [[Group size and incentives to contribute: A natural experiment at Chinese Wikipedia]] [http://blog.mikezhang.com/files/chinesewikipedia.pdf]
* Benkler (2009): [[Law, policy, and cooperation]]
* Astley (1985): [[Administrative science as socially constructed truth]]
* Markus and Robey (1988): [[Information technology and organizational change: Causal structure in theory and research]]
* Burrell and Morgan (1979): [[Sociological paradigms and organizational analysis: Elements of the sociology of corporate life]]
* Orlikowski and Baroudi (1998): [[Studying information technology in organizations: Research approaches and assumptions]]
* de Vugt (2010): [[Dare to edit! – the politics of Wikipedia the politics of Wikipedia]]
* Pentzold (2010): [[Imagining the Wikipedia community: What do Wikipedia authors mean when they write about their "community"?]]
* Gaio et al. (2009): [[Wikibugs: Using template messages in open content collections]]
* Ashton (2011) [[Awarding the self in Wikipedia: Identity work and the disclosure of knowledge]]
* Currie and Moretti (2003): [[Mother's education and the intergenerational transmission of human capital: Evidence from college openings]]
* Dee (2004): [[Are there civic returns to education?]]
* Ludwig and Miller (2007): [[Does Head Start improve children's life chances? Evidence from a regression discontinuity design]]

=== Read But Unwritten ===

These are summaries I have not written here but hope to write soon. I use this list as a sort of running todo list:

* Meyer (2005): [[Can performance studies create actionable knowledge if we can't measure the performance of the firm?]]
* Kerr (1975): [[On the follow of rewarding A, while hoping for B]]
* Gibbons (1998): [[Incentives in organizations]]
* Geier et al. (2006): [[Unit bias]] [http://sciencethatmatters.com/archives/35]

== Zotero Integration ==

I've written a little [[wikipedia:Citation style language|citation style language]] file that one can import into [http://zotero.org Zotero]. Detailed instructions on installation and use are online here:

:[[User:Benjamin Mako Hill/Zotero integration]]

== My Thoughts about AcaWiki ==

To my knowledge, AcaWiki is the only freely-licensed, collaboratively-edited, repository for summaries of academic articles. That's why I'm here. That said, it has a number of problems I'd like to see fixed:

# '''Outreach''' -- Most of the work on AcaWiki seems to be technical in nature. ''AcaWiki is not a technical problem.'' If we can convince 20 PhD students reading for [[AcaWiki:Prelims|qualifying or general exams]] in different field to post the summaries ''they are already making'' to this wiki, we will have created the single best resource of academic paper summaries anywhere. I'm trying to do my part! You should to!
# <strike>'''CAPTCHAs''' -- The reCAPTCHAs are ''extremely'' annoying. They should be shown for anonymous editors who are adding links and for new user registrations and never for new users. The current situation is madness and are driving away contributions.</strike>
# <strike>'''Templates''' -- There are errors or problems in the templates for the forms I see no (documented?) way to edit these.</strike>
# '''Impoverished metadata''' -- The metadata here is pretty weak and creating yet-another-bibliographic-metadata-format seems like a very poor way to go. AcaWiki should store rich metadata but should store it in an existing format like Zotero RDF (freely available and with all the semantic-web-goodness we want). Making that transition is probably a big step, but I think it's worth it.
# '''Forms for subpages''' -- Forms should be smarter and not try to force the template used in a particular namespace onto people using subpages. Try to edit [[User:Benjamin Mako Hill/Zotero integration]] to get an idea of what the problem is.
# <strike>'''www.acawiki.org''' -- This should redirect to acawiki.org! Right now it just gives pages not found links!</strike>

Please edit [[User talk:Benjamin Mako Hill|my talk page]] and lets talk about this!

Are there civic returns to education?

2011-03-05T20:08:41Z

Benjamin Mako Hill: Created page with "{{Summary |title=Are there civic returns to education? |authors=Thomas S. Dee |journal=Journal of Public Economics |journal_vol=88 |pub_date=2004 |doi=10.1016/j.jpubeco.2003.11.0..."

{{Summary |title=Are there civic returns to education? |authors=Thomas S. Dee |journal=Journal of Public Economics |journal_vol=88 |pub_date=2004 |doi=10.1016/j.jpubeco.2003.11.002 |subject= |pub_open_access= |tags=
|summary=Dee asks if increased educational attainment result in higher amounts of adult civic engagement?

Like [[Mother's education and the intergenerational transmission of human capital: Evidence from college openings|Currie and Moretti (2003)]], Dee is interested in measuring the positive externalities of education. His implication is that if civic involvement can be shown to be a causal effect of education, policy makers would need to weigh that in our decisions about whether and how much money to spend on education.

Dee suggests that this causal effect may happen in two ways:

# Education may reduce the effective costs of civic participation b making it easier to make sense of complex political information.
# Education may shape individual preferences for civic activity by instilling democratic values or altering the peer groups and shared social norms.

Dee presents two analyses. The first includes data from the ''High School and Beyond'' dataset which includes longitudinal data from high school sophomores in 1980 with followups into the 1990s. The second data sets from the 1972-2000 General Social Surveys.

He looks at outcomes form HS&B that include answers to questions on whether respondents were: (1) registered to vote, (2) voted in last 12 months, (3) voted in 1988 Presidential election, or (3) volunteered in last 12 months.

He looks at GSS data on (1) voting in the presidential election, (2) newspaper readership, (3) group membership, and (4) and tolerance of the speech of people with unpopular viewpoints.

Dee's identification strategy includes instrumental variables on geographic proximity to 2-year colleges that exploits cross-sectional variation in the availability of these schools colleges which he argues represents an exogenous force that drive college attendance among students who are otherwise equal in expectation in the first study. In the second study, he instrument son variation in child labor laws which influences amount of schooling at the secondary level and which he argues is exogenous to attitudes on civic participation.

In both cases, he finds that educational attainment has large and statistically significant effects on subsequent voter participation and support for free speech. In particular, he finds in both studies that about ~2.5 more years of schooling increased voter turnout by 16 to 17 percentage points about 7% per year of schooling) and that education is associated with a increases in essentially all of his measures.

Important threats to validity that Dee addresses include: (1) the unobserved traits of communities near colleges (e.g., high socioeconomic status) could simultaneously encourage both higher educational attainment and increased civic participation and (b) the availability of colleges may promote a more politically aware and engaged culture that supports higher amounts of civic engagement of teens independently of its effects on educational attainment.

|relevance=}}