Month: July 2013

Some of the things I like to read to stay sharp as I grow old.

NBER

For example this paper says how foreign born PHDs do location choices.

Graduates with stronger academic ability, measured by whether they received university support for a research or a teaching assistantship, had a 6.8 percent higher stay rate. Assistantships were the primary means of support for 52 percent of the sample; 11 percent of the sample was supported by a university fellowship or scholarship, which was associated with a 2.7 percent higher stay rate. Students supported by foreign funding, 4 percent of the sample, had an intent to stay that was 26.7 points lower.

As one would expect, ties to the United States are also important. Foreign-born U.S. citizens have a 19.5 percent higher stay rate; green card holders have a 15.3 percent higher stay rate; and U.S. college graduates have a 3.6 percent higher stay rate.

Within a short time FOAS has lined up an interesting list of projects for Data Science statups and projects for open access and open source.  FOAS accreditation provides the ultimate halmark of open in word and spirit for data science projects.

See it yourself at http://www.foastat.org/projects.html

The Path-

 

How?

Why?

Source-

routine activity theory⁵ (RAT), social learning theory¹ (SLT), and situational action theory²⁷ (SAT).

While RAT helps explain how hacking begins, SAT explains why talented young people take the road toward computer hacking, even when presented with many alternatives, and SLT calls for attention to environments that sustain hacking behavior and subculture. However, none of these theories explains the evolution of certain critical elements in the hacker process: motivation, knowledge and skill, opportunity, moral values and judgment, and the environment.

Based on our case evidence and the literature, we developed a framework for understanding and managing hackers and hacking behavior from an evolutionary perspective. The framework’s most significant contribution is its explication of the enablers and constraints influencing hackers, providing guidance for managing the hacking epidemic by schools, universities, and throughout society. This framework calls for zero tolerance for hacking in schools and early intervention (such as through courses in computer ethics in middle and high schools, supervised competitions in defending computer security, and organizing computer security services for organizations) to strengthen the moral values of students against hacking and channel their interest in computers in a positive direction.

http://cacm.acm.org/magazines/2013/4/162513-why-computer-talents-become-computer-hackers/fulltext

Bringing CodeAcademy gamification(?) to the world of Online Training especially for R- DataMind is an interesting concept.

Will the rest of R community donate teaching courses for free? Watch this space

http://www.datamind.org/#/courses/1

It is created by these excellent gentlemen