Evaluating the Impact on Market Performance of Investments in Market Information Systems: Methodological Challenges

Evaluating the impact on market performance of investments in agricultural market information systems (MIS) face several methodological challenges. These fall into two broad categories: (a) defining the dimensions of market performance to measure (which is a function of whom the MIS is designed to serve) and identifying reliable indicators of those performance dimensions, and (b) identifying the causal effects of the MIS. The determination of causal effects in turn requires establishing a credible baseline, measuring “treatment effects” (i.e., the effects on economic behavior of receiving improved information from an MIS), dealing with problems of endogenous placement of treatment, and interpreting the validity of stakeholders’ statements and governments’ revealed preferences regarding the utility of MIS. Many of these challenges arise because improved market information can affect the welfare of market actors through improved market polices and increased competition even if those actors do not have direct access to that information. The paper discusses these challenges and identifies approaches that may be useful in developing a “convergence of evidence” concerning whether investment in a given MIS is socially worthwhile.market information services, impact assessment, market transparency, food policies, Agricultural and Food Policy, Food Security and Poverty, International Development, Marketing, Research and Development/Tech Change/Emerging Technologies, Research Methods/ Statistical Methods, C81, D80, H43, N57, 013, Q13,

A conceptual framework for planning management information systems curriculum in developing countries.

Decision-making is the heart of the management process. Decisions are needed for the construction, authorization and operation of all economic, social and political programs in developing countries. Effective decisions cannot be made without adequate information. It was found that the production of information for decision-making is not less important that the production of physical commodities. The production of information is the purpose of MIS. The literature of MIS does not have any reference to developing countries.First, five conceptual factors of MIS were identified: (1)systems concepts for MIS, (2)human and organizational behavior, (3)decision-making, (4)systems analysis, and (5)information technology. The five factors were found to constitute dimensions of a theory base for MIS which provided essential components of MIS curriculum.Third, the framework for curriculum planning in developing countries was developed to utilize the theory base for MIS for planning MIS curriculum in developing countries. The third stage of the investigation presented a coherent conceptual framework for planning MIS curriculum in developing countries. This framework consisted of the integration of the first and second stages.It was found that MIS techniques can be introduced in developing countries through education. This required the development of a conceptual framework for planning MIS curriculum in developing countries. The development of the framework involved three interrelated stages.This investigation was a library research project which was conducted through the use of written materials obtained from libraries located throughout the United States. The purpose of the investigation was to adapt the different techniques of MIS to the needs of developing countries.Human resource development was found to be one of the most serious problems which drain human and economic resources of developing countries. An aspect of this problem is the shortage of managerial and administrative skills which represents an inhibiting factor in developing countries. This shortage is due to the lack of the appropriate professional education for management.Second, environmental and cultural factors influencing curriculum planning were identified. The characteristics that distinguish developing countries in the world were used to determine the major environmental factors influencing curriculum planning in these countries. The major factors were technology and science, employment, and population. Major culture factors which influence curriculum planning were values (the roots of culture) and ideology (the framework for interpreting values). The environmental and cultural factors were used to develop a framework for curriculum planning in developing countries

MIS AND THE BEHAVIORAL SCIENCES: Research Patterns and Prescriptions

Many of the questions of concern to information system (IS) researchers and practitioners are, in essence, behavioral questions. Behavioral considerations in the design and implementation of information systems and in the management of IS professionals are crucial to the successful development and delivery of quality services to users. Implementation of IS may provide a benefi-cial means to facilitate changes in task design, organizational structure, and social relations. Guidance for interpreting past MIS behavioral research and suggestions for future studies are provided by a proposed research framework. The importance of adopting behavioral science research standards, e.g. , theory-based- research questions and appropriate methodology, is stressed

Stargazing: Observatories at Gettysburg College, 1874-Present

Astronomy has long been a subject which has attracted the interest of man. Examples of early astronomers can be found in many ancient civilizations, including but not limited to, the Egyptians, the Chinese and the Greeks. As time passed the methods for interpreting the stars and theories that surrounded them changed concordant with the technology available. One of the largest breakthroughs in the world of astronomy was the invention of the telescope in the early seventeenth century. Often mis-attributed to Galileo (who was responsible for building the first reflecting telescope in 1688), the telescope was actually first designed by a Dutch spectacle-maker by the name of Johann Lippershey. Improvements were eventually made upon these designs leading to the creation of government funded observatories, such as the Royal Greenwich Observatory in England, and later private and collegiate research observatories. By the early to mid-nineteenth century, the astronomical craze had begun to develop in America, resulting in the creation of many new observatories in the North and West (now the Mid-West). [excerpt] Course Information: Course Title: HIST 300: Historical Method Academic Term: Spring 2006 Course Instructor: Dr. Michael J. Birkner \u2772 Hidden in Plain Sight is a collection of student papers on objects that are hidden in plain sight around the Gettysburg College campus. Topics range from the Glatfelter Hall gargoyles to the statue of Eisenhower and from historical markers to athletic accomplishments. You can download the paper in pdf format and click View Photo to see the image in greater detail.https://cupola.gettysburg.edu/hiddenpapers/1007/thumbnail.jp

Interpreting in Palliative Care: A Continuing Education Workshop

Offers a curriculum for a daylong course for interpreters about palliative care, including lesson plans, handouts, presentation slides, and videos

UNITED STATES V. O\u27HAGAN: THE SUPREME COURT ABANDONS TEXTUALISM TO ADOPT THE MISAPPROPRIATION THEORY

This article analyzes the Supreme Courts ruling in United States v. O\u27Hagen holding that Section 10(b) of the Securities and Exchange Act can be applied to insider trading by corporate outsiders. The article argues that the Supreme Court incorrectly expanded the reach of the statute beyond that which Congress had intended

Listening skills instruction: practical tips for processing aural input

Two listening challenges faced by English L2 learners are (1) successfully identifying words in continuous speech and (2) understanding a speaker’s intended meaning. Listening is a skill L2 learners report wanting to improve, yet teaching practices often fail to advance learner knowledge and control of listening processes. Instructors can benefit from empirically-supported recommendations to help learners parse continuous speech, and discern speaker intent. This Teaching Tip shares two 3-part strategies to facilitate processing utterance content and interpreting message meaning. The practical tips presented here are consistent with a return in the larger TESOL field to a true communicative approach, relying on authentic materials and real communicative contexts rather than mere mimicry of connected speech features or particular intonation contours.Published versio