Posts Tagged ‘government’

Revisiting The Federalist Paper No. 31 by Alexander Hamilton: An Analogy from Geometry

July 10, 2018

[John Platt’s chapters on social chain reactions in his 1966 book, The Steps to Man, provoked my initial interest in looking into his work. That work appears to be an independent development of themes that appear in more well-known works by Tarde, Hayek, McLuhan, Latour, and others, which of course are of primary concern in thinking through metrological and ecosystem issues in psychological and social measurement. My interest also comes in the context of Platt’s supervision of Ben Wright in Robert Mulliken’s physics lab at the U of Chicago in 1948. However, other chapters in this book concern deeper issues of complexity and governance that cross yet more disciplinary boundaries. One of the chapters in the book, for instance, examines the Federalist Papers and remarks on a geometric analogy drawn by Alexander Hamilton concerning moral and political forms of knowledge. The parallel with my own thinking is such that I have restated Hamilton’s theme in my own words within the contemporary context. The following is my effort in this regard. No source citations are given, but a list of supporting references is included at bottom. Hamilton’s original text is available at: https://www.congress.gov/resources/display/content/The+Federalist+Papers#TheFederalistPapers-31.  ]

 

Communication requires that we rely on the shared understandings of a common language. Language puts in play combinations of words, concepts, and things that enable us to relate to one another at varying levels of complexity. Often, we need only to convey the facts of a situation in a simple denotative statement about something learned (“the cat is on the mat”). We also need to be able to think at a higher level of conceptual complexity referred to as metalinguistic, where we refer to words themselves and how we learn about what we’ve learned (“the word ‘cat’ has no fur”). At a third, metacommunicative, level of complexity, we make statements about statements, deriving theories of learning and judgments from repeated experiences of metalinguistic learning about learning (“I was joking when I said the cat was on the mat”).

Human reason moves freely between expressions of and representations of denotative facts, metalinguistic instruments like words, and metacommunicative theories. The combination of assurances obtained from the mutual supports each of these provides the others establishes the ground in which the seeds of social, political, and economic life take root and grow. Thought itself emerges from within the way the correspondence of things, words, and concepts precedes and informs the possibility of understanding and communication.

When understanding and communication fail, that failure may come about because of mistaken perceptions concerning the facts, a lack of vocabulary, or misconceptions colored by interests, passions, or prejudices, or some combination of these three.

The maxims of geometry exhibit exactly this same pattern combining concrete data on things in the world, instruments for abstract measurement, and formal theoretical concepts. Geometry is the primary and ancient example of how the beauty of aesthetic proportions teaches us to understand meaning. Contrary to common sense, which finds these kinds of discontinuities incomprehensible, philosophy since the time of Plato’s Symposium teaches how to make meaning in the face of seemingly irreconcilable differences between the local facts of a situation and the principles to which we may feel obliged to adhere. Geometry meaningfully and usefully, for instance, represents the undrawable infinite divisibility of line segments, as with the irrational length of the hypotenuse of a right isosceles triangle that has the other two sides with lengths of 1.

This apparently absurd and counter-intuitive skipping over of the facts in the construction of the triangular figure and the summary reference to the unstateable infinity of the square root of two is so widely accepted as to provide a basis for real estate property rights that are defensible in courts of law and financially fungible. And in this everyday commonplace we have a model for separating and balancing denotative facts, instrumental words, and judicial theories in moral and political domains.

Humanity has proven far less tractable than geometry over the course of its history regarding possible sciences of morals and politics. This is understandable given humanity’s involvement in its own ongoing development. As Freud put it, humanity’s Narcissistic feeling of being the center of the universe, the crown of creation, and the master of its own mind has suffered a series of blows as it has had to come to terms with the works of Copernicus, Darwin, and Freud himself. The struggle to establish a common human identity while also celebrating individual uniqueness is an epic adventure involving billions of tragic and comedic stories of hubris, sacrifice, and accomplishment. Humanity has arrived at a point now, however, at which a certain obstinate, perverse, and disingenuous resistance to self-understanding has gone too far.

Although the mathematical sciences excel in refining the precision of their tools, longstanding but largely untapped resources for improving the meaningfulness and value of moral and political knowledge have been available for decades. “The obscurity is much oftener in the passions and prejudices of the reasoner than in the subject.” Methods for putting passions on the table for sorting out take advantage of the lessons beauty teaches about meaning and thereby support each of the three levels of complexity in communication.

At this point we encounter the special relevance of those three levels of complexity to the separation and balance of powers in government. The concrete denotative factuality of data is the concern of the executive branch, as befits its orientation to matters of practical application. The abstract metalinguistic instrumentation of words is the concern of the legislative branch, in accord with its focus on the enactment of laws and measures. And formal metacommunicative explanatory theories are the concern of the judicial branch, as is appropriate to its focus on constitutional issues.

For each of us to give our own individual understandings fair play in ways that do not give free rein to unfettered prejudices entangled in words and subtle confusions, we need to be able to communicate in terms that, so far as possible, function equally well within and across each of these levels of complexity. It is only to state the obvious to say that we lack the language needed for communication of this kind. Our moral and political sciences have not yet systematically focused on creating such languages. Outside of a few scattered works, they have not even yet consciously hypothesized the possibility of creating these languages. It is nonetheless demonstrably the case that these languages are feasible, viable, and desirable.

Though good will towards all and a desire to refrain so far as possible from overt exclusionary prejudices for or against one or another group cannot always be assumed, these are the conditions necessary for a social contract and are taken as the established basis for what follows. The choice between discourse and violence includes careful attention to avoiding the violence of the premature conclusion. If we are ever to achieve improved communication and a fuller realization of both individual liberties and social progress, the care we invest in supports for life, liberty, and the pursuit of happiness must flow from this deep source.

Given the discontinuities between language’s levels of complexity, avoiding premature conclusions means needing individualized uncertainty estimates and an associated tolerance for departures from expectations set up by established fact-word-concept associations. For example, we cannot allow a three-legged horse to alter our definition of horses as four-legged animals. Neither should we allow a careless error or lucky guess to lead to immediate and unqualified judgments of learning in education. Setting up the context in which individual data points can be understood and explained is the challenge we face. Information infrastructures supporting this kind of contextualization have been in development for years.

To meet the need for new communicative capacities, features of these information infrastructures will have to include individualized behavioral feedback mechanisms, minimal encroachments on private affairs, managability, modifiability, and opportunities for simultaneously enhancing one’s own interests and the greater good.

It is in this latter area that our interests are now especially focused. Our audacious but not implausible goal is to find ways of enhancing communication and the quality of information infrastructures by extending beauty’s lessons for meaning into new areas. In the same way that geometry facilitates leaps from concrete figures to abstract constructions and from there to formal ideals, so, too, must we learn, learn about that learning, and develop theories of learning in other less well materialized areas, such as student-centered education, and patient-centered health care. Doing so will set the stage for new classes of human, social, and natural capital property rights that are just as defensible in courts of law and financially fungible as real estate.

When that language is created, when those rights are assigned, and when that legal defensibility and financial fungibility are obtained, a new construction of government will follow. In it, the separation and balance of executive, legislative, and judicial powers will be applied with equal regularity and precision down to the within-individual micro level, as well as at the between-individual meso level, and at the social macro level. This distribution of freedom and responsibility across levels and domains will feed into new educational, market, health, and governmental institutions of markedly different character than we have at present.

A wide range of research publications appearing over the last several decades documents unfolding developments in this regard, and so those themes will not be repeated here. Some of these publications are listed below for those interested. Far more remains to be done in this area than has yet been accomplished, to say the least.

 

 

Sources consulted or implied

Andrich, D. (2010). Sufficiency and conditional estimation of person parameters in the polytomous Rasch model. Psychometrika, 75(2), 292-308.

Bateson, G. (1972). Steps to an ecology of mind: Collected essays in anthropology, psychiatry, evolution, and epistemology. Chicago: University of Chicago Press.

Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21, 5-31.

Black, P., Wilson, M., & Yao, S. (2011). Road maps for learning: A guide to the navigation of learning progressions. Measurement: Interdisciplinary Research & Perspectives, 9, 1-52.

Fisher, W. P., Jr. (2002, Spring). “The Mystery of Capital” and the human sciences. Rasch Measurement Transactions, 15(4), 854 [http://www.rasch.org/rmt/rmt154j.htm].

Fisher, W. P., Jr. (2005, August 1-3). Data standards for living human, social, and natural capital. In Session G: Concluding Discussion, Future Plans, Policy, etc. Conference on Entrepreneurship and Human Rights [http://www.fordham.edu/economics/vinod/ehr05.htm], Pope Auditorium, Lowenstein Bldg, Fordham University.

Fisher, W. P., Jr. (2007, Summer). Living capital metrics. Rasch Measurement Transactions, 21(1), 1092-1093 [http://www.rasch.org/rmt/rmt211.pdf].

Fisher, W. P., Jr. (2009, November 19). Draft legislation on development and adoption of an intangible assets metric system. Retrieved 6 January 2011, from Living Capital Metrics blog: https://livingcapitalmetrics.wordpress.com/2009/11/19/draft-legislation/

Fisher, W. P., Jr. (2009, November). Invariance and traceability for measures of human, social, and natural capital: Theory and application. Measurement: Concerning Foundational Concepts of Measurement Special Issue Section, 42(9), 1278-1287.

Fisher, W. P., Jr. (2009). NIST Critical national need idea White Paper: metrological infrastructure for human, social, and natural capital (Tech. Rep. No. http://www.nist.gov/tip/wp/pswp/upload/202_metrological_infrastructure_for_human_social_natural.pdf). Washington, DC:. National Institute for Standards and Technology.

Fisher, W. P., Jr. (2010). Measurement, reduced transaction costs, and the ethics of efficient markets for human, social, and natural capital, Bridge to Business Postdoctoral Certification, Freeman School of Business, Tulane University (https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2340674).

Fisher, W. P., Jr. (2010). The standard model in the history of the natural sciences, econometrics, and the social sciences. Journal of Physics Conference Series, 238(1), 012016.

Fisher, W. P., Jr. (2011). Bringing human, social, and natural capital to life: Practical consequences and opportunities. Journal of Applied Measurement, 12(1), 49-66.

Fisher, W. P., Jr. (2011). Stochastic and historical resonances of the unit in physics and psychometrics. Measurement: Interdisciplinary Research & Perspectives, 9, 46-50.

Fisher, W. P., Jr. (2012). Measure and manage: Intangible assets metric standards for sustainability. In J. Marques, S. Dhiman & S. Holt (Eds.), Business administration education: Changes in management and leadership strategies (pp. 43-63). New York: Palgrave Macmillan.

Fisher, W. P., Jr. (2012, May/June). What the world needs now: A bold plan for new standards [Third place, 2011 NIST/SES World Standards Day paper competition]. Standards Engineering, 64(3), 1 & 3-5 [http://ssrn.com/abstract=2083975].

Fisher, W. P., Jr. (2015). A probabilistic model of the law of supply and demand. Rasch Measurement Transactions, 29(1), 1508-1511  [http://www.rasch.org/rmt/rmt291.pdf].

Fisher, W. P., Jr. (2018). How beauty teaches us to understand meaning. Educational Philosophy and Theory, in review.

Fisher, W. P., Jr. (2018). A nondualist social ethic: Fusing subject and object horizons in measurement. TMQ–Techniques, Methodologies, and Quality, in review.

Fisher, W. P., Jr., Oon, E. P.-T., & Benson, S. (2018). Applying Design Thinking to systemic problems in educational assessment information management. Journal of Physics Conference Series, 1044, 012012.

Fisher, W. P., Jr., Oon, E. P.-T., & Benson, S. (2018). Rethinking the role of educational assessment in classroom communities: How can design thinking address the problems of coherence and complexity? Measurement, in review.

Fisher, W. P., Jr., & Stenner, A. J. (2013). On the potential for improved measurement in the human and social sciences. In Q. Zhang & H. Yang (Eds.), Pacific Rim Objective Measurement Symposium 2012 Conference Proceedings (pp. 1-11). Berlin, Germany: Springer-Verlag.

Fisher, W. P., Jr., & Stenner, A. J. (2016). Theory-based metrological traceability in education: A reading measurement network. Measurement, 92, 489-496.

Fisher, W. P., Jr., & Stenner, A. J. (2018). Ecologizing vs modernizing in measurement and metrology. Journal of Physics Conference Series, 1044, 012025.

Gadamer, H.-G. (1980). Dialogue and dialectic: Eight hermeneutical studies on Plato (P. C. Smith, Trans.). New Haven: Yale University Press.

Gari, S. R., Newton, A., Icely, J. D., & Delgado-Serrano, M. D. M. (2017). An analysis of the global applicability of Ostrom’s design principles to diagnose the functionality of common-pool resource institutions. Sustainability, 9(7), 1287.

Gelven, M. (1984). Eros and projection: Plato and Heidegger. In R. W. Shahan & J. N. Mohanty (Eds.), Thinking about Being: Aspects of Heidegger’s thought (pp. 125-136). Norman, Oklahoma: Oklahoma University Press.

Hamilton, A. (. (1788, 1 January). Concerning the general power of taxation (continued). The New York Packet. (Rpt. in J. E. Cooke, (Ed.). (1961). The Federalist (Hamilton, Alexander; Madison, James; Jay, John). (pp. No. 31, 193-198). Middletown, Conn: Wesleyan University Press.

Lunz, M. E., Bergstrom, B. A., & Gershon, R. C. (1994). Computer adaptive testing. International Journal of Educational Research, 21(6), 623-634.

Ostrom, E. (2015). Governing the commons: The evolution of institutions for collective action. Cambridge, UK: Cambridge University Press (Original work published 1990).

Pendrill, L., & Fisher, W. P., Jr. (2015). Counting and quantification: Comparing psychometric and metrological perspectives on visual perceptions of number. Measurement, 71, 46-55.

Penuel, W. R. (2015, 22 September). Infrastructuring as a practice for promoting transformation and equity in design-based implementation research. In Keynote. International Society for Design and Development in Education (ISDDE) 2015 Conference, Boulder, CO. Retrieved from http://learndbir.org/resources/ISDDE-Keynote-091815.pdf

Platt, J. R. (1966). The step to man. New York: John Wiley & Sons.

Rasch, G. (1960). Probabilistic models for some intelligence and attainment tests (Reprint, with Foreword and Afterword by B. D. Wright, Chicago: University of Chicago Press, 1980). Copenhagen, Denmark: Danmarks Paedogogiske Institut.

Ricoeur, P. (1966). The project of a social ethic. In D. Stewart & J. Bien, (Eds.). (1974). Political and social essays (pp. 160-175). Athens, Ohio: Ohio University Press.

Ricoeur, P. (1970). Freud and philosophy: An essay on interpretation. Evanston, IL: Northwestern University Press.

Ricoeur, P. (1974). Violence and language. In D. Stewart & J. Bien (Eds.), Political and social essays by Paul Ricoeur (pp. 88-101). Athens, Ohio: Ohio University Press.

Ricoeur, P. (1977). The rule of metaphor: Multi-disciplinary studies of the creation of meaning in language (R. Czerny, Trans.). Toronto: University of Toronto Press.

Star, S. L., & Ruhleder, K. (1996, March). Steps toward an ecology of infrastructure: Design and access for large information spaces. Information Systems Research, 7(1), 111-134.

Wilson, M. (2005). Constructing measures: An item response modeling approach. Mahwah, New Jersey: Lawrence Erlbaum Associates.

Wright, B. D. (1958, 7). On behalf of a personal approach to learning. The Elementary School Journal, 58, 365-375. (Rpt. in M. Wilson & W. P. Fisher, Jr., (Eds.). (2017). Psychological and social measurement: The career and contributions of Benjamin D. Wright (pp. 221-232). New York: Springer Nature.)

Wright, B. D. (1999). Fundamental measurement for psychology. In S. E. Embretson & S. L. Hershberger (Eds.), The new rules of measurement: What every educator and psychologist should know (pp. 65-104 [http://www.rasch.org/memo64.htm]). Hillsdale, New Jersey: Lawrence Erlbaum Associates.

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LivingCapitalMetrics Blog by William P. Fisher, Jr., Ph.D. is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License.
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Translating Gingrich’s Astute Observations on Health Care

June 30, 2011

“At the very heart of transforming health and healthcare is one simple fact: it will require a commitment by the federal government to invest in science and discovery. The period between investment and profit for basic research is too long for most companies to ever consider making the investment. Furthermore, truly basic research often produces new knowledge that everyone can use, so there is no advantage to a particular company to make the investment. The result is that truly fundamental research is almost always a function of government and foundations because the marketplace discourages focusing research in that direction” (p. 169 in Gingrich, 2003).

Gingrich says this while recognizing (p. 185) that:

“Money needs to be available for highly innovative ‘out of the box’ science. Peer review is ultimately a culturally conservative and risk-averse model. Each institution’s director should have a small amount of discretionary money, possibly 3% to 5% of their budget, to spend on outliers.”

He continues (p. 170), with some important elaborations on the theme:

“America’s economic future is a direct function of our ability to take new scientific research and translate it into entrepreneurial development.”

“The [Hart/Rudman] Commission’s second conclusion was that the failure to invest in scientific research and the failure to reform math and science education was the second largest threat to American security [behind terrorism].”

“Our goal [in the Hart/Rudman Commission] was to communicate the centrality of the scientific endeavor to American life and the depth of crisis we believe threatens the math and science education system. The United States’ ability to lead today is a function of past investments in scientific research and math and science education. There is no reason today to believe we will automatically maintain that lead especially given our current investments in scientific research and the staggering levels of our failures in math and science education.”

“Our ability to lead in 2025 will be a function of current decisions. Increasing our investment in science and discovery is a sound and responsible national security policy. No other federal expenditure will do more to create jobs, grow wealth, strengthen our world leadership, protect our environment, promote better education, or ensure better health for the country. We must make this increase now.”

On p. 171, this essential point is made:

“In health and healthcare, it is particularly important to increase our investment in research.”

This is all good. I agree completely. What NG says is probably more true than he realizes, in four ways.

First, the scientific capital created via metrology, controlled via theory, and embodied in technological instruments is the fundamental driver of any economy. The returns on investments in metrological improvements range from 40% to over 400% (NIST, 1996). We usually think of technology and technical standards in terms of computers, telecommunications, and electronics, but there actually is not anything at all in our lives untouched by metrology, since the air, water, food, clothing, roads, buildings, cars, appliances, etc. are all monitored, maintained, and/or manufactured relative to various kinds of universally uniform standards. NG is, as most people are, completely unaware that such standards are feasible and already under development for health, functionality, quality of life, quality of care, math and science education, etc. Given the huge ROIs associated with metrological improvements, there ought to be proportionately huge investments being made in metrology for human, social, and natural capital.

Second, NG’s point concerning national security is right on the mark, though for reasons that go beyond the ones he gives. There are very good reasons for thinking investments in, and meaningful returns from, the basic science for human, social, and natural capital metrology could be expected to undercut the motivations for terrorism and the retreats into fundamentalisms of various kinds that emerge in the face of the failures of liberal democracy (Marty, 2001). Making all forms of capital measured, managed, and accountable within a common framework accessible to everyone everywhere could be an important contributing factor, emulating the property titling rationale of DeSoto (1989, 2000) and the support for distributed cognition at the social level provided by metrological networks (Latour, 1987, 2005; Magnus, 2007), The costs of measurement can be so high as to stifle whole economies (Barzel, 1982), which is, broadly speaking, the primary problem with the economies of education, health care, social services, philanthropy, and environmental management (see, for instance, regarding philanthropy, Goldberg, 2009). Building the legal and financial infrastructure for low-friction titling and property exchange has become a basic feature of World Bank and IMF projects. My point, ever since I read De Soto, has been that we ought to be doing the same thing for human, social, and natural capital, facilitating explicit ownership of the skills, motivations, health, trust, and environmental resources that are rightfully the property of each of us, and that similar effects on national security ought to follow.

Third, NG makes an excellent point when he stresses the need for health and healthcare to be individual-centered, saying that, in contrast with the 20th-century healthcare system, “In the 21st Century System of Health and Healthcare, you will own your medical record, control your healthcare dollars, and be able to make informed choices about healthcare providers.” This is basically equivalent to saying that health capital needs to be fungible, and it can’t be fungible, of course, without a metrological infrastructure that makes every measure of outcomes, quality of life, etc. traceable to a reference standard. Individual-centeredness is also, of course, what distinguishes proper measurement from statistics. Measurement supports inductive inference, from the individual to the population, where statistics are deductive, going from the population to the individual (Fisher & Burton, 2010; Fisher, 2010). Individual-centered healthcare will never go anywhere without properly calibrated instrumentation and the traceability to reference standards that makes measures meaningful.

Fourth, NG repeatedly indicates how appalled he is at the slow pace of change in healthcare, citing research showing that it can take up to 17 years for doctors to adopt new procedures. I contend that this is an effect of our micromanagement of dead, concrete forms of capital. In a fluid living capital market, not only will consumers be able to reward quality in their purchasing decisions by having the information they need when they need it and in a form they can understand, but the quality improvements will be driven from the provider side in much the same way. As Brent James has shown, readily available, meaningful, and comparable information on natural variation in outcomes makes it much easier for providers to improve results and reduce the variation in them. Despite its central importance and the many years that have passed, however, the state of measurement in health care remains in dire need of dramatic improvement. Fryback (1993, p. 271; also see Kindig, 1999) succinctly put the point, observing that the U.S.

“health care industry is a $900 + billion [over $2.5 trillion in 2009 (CMS, 2011] endeavor that does not know how to measure its main product: health. Without a good measure of output we cannot truly optimize efficiency across the many different demands on resources.”

Quantification in health care is almost universally approached using methods inadequate to the task, resulting in ordinal and scale-dependent scores that cannot take advantage of the objective comparisons provided by invariant, individual-level measures (Andrich, 2004). Though data-based statistical studies informing policy have their place, virtually no effort or resources have been invested in developing individual-level instruments traceable to universally uniform metrics that define the outcome products of health care. These metrics are key to efficiently harmonizing quality improvement, diagnostic, and purchasing decisions and behaviors in the manner described by Berwick, James, and Coye (2003) without having to cumbersomely communicate the concrete particulars of locally-dependent scores (Heinemann, Fisher, & Gershon, 2006). Metrologically-based common product definitions will finally make it possible for quality improvement experts to implement analogues of the Toyota Production System in healthcare, long presented as a model but never approached in practice (Coye, 2001).

So, what does all of this add up to? A new division for human, social, and natural capital in NIST is in order, with extensive involvement from NIH, CMS, AHRQ, and other relevant agencies. Innovative measurement methods and standards are the “out of the box” science NG refers to. Providing these tools is the definitive embodiment of an appropriate role for government. These are the kinds of things that we could have a productive conversation with NG about, it seems to me….

References

 Andrich, D. (2004, January). Controversy and the Rasch model: A characteristic of incompatible paradigms? Medical Care, 42(1), I-7–I-16.

Barzel, Y. (1982). Measurement costs and the organization of markets. Journal of Law and Economics, 25, 27-48.

Berwick, D. M., James, B., & Coye, M. J. (2003, January). Connections between quality measurement and improvement. Medical Care, 41(1 (Suppl)), I30-38.

Centers for Medicare and Medicaid Services. (2011). National health expenditure data: NHE fact sheet. Retrieved 30 June 2011, from https://www.cms.gov/NationalHealthExpendData/25_NHE_Fact_Sheet.asp.

Coye, M. J. (2001, November/December). No Toyotas in health care: Why medical care has not evolved to meet patients’ needs. Health Affairs, 20(6), 44-56.

De Soto, H. (1989). The other path: The economic answer to terrorism. New York: Basic Books.

De Soto, H. (2000). The mystery of capital: Why capitalism triumphs in the West and fails everywhere else. New York: Basic Books.

Fisher, W. P., Jr. (2010). Statistics and measurement: Clarifying the differences. Rasch Measurement Transactions, 23(4), 1229-1230 [http://www.rasch.org/rmt/rmt234.pdf].

Fisher, W. P., Jr., & Burton, E. (2010). Embedding measurement within existing computerized data systems: Scaling clinical laboratory and medical records heart failure data to predict ICU admission. Journal of Applied Measurement, 11(2), 271-287.

Fryback, D. (1993). QALYs, HYEs, and the loss of innocence. Medical Decision Making, 13(4), 271-2.

Gingrich, N. (2008). Real change: From the world that fails to the world that works. Washington, DC: Regnery Publishing.

Goldberg, S. H. (2009). Billions of drops in millions of buckets: Why philanthropy doesn’t advance social progress. New York: Wiley.

Heinemann, A. W., Fisher, W. P., Jr., & Gershon, R. (2006). Improving health care quality with outcomes management. Journal of Prosthetics and Orthotics, 18(1), 46-50 [http://www.oandp.org/jpo/library/2006_01S_046.asp].

Kindig, D. A. (1997). Purchasing population health. Ann Arbor, Michigan: University of Michigan Press.

Kindig, D. A. (1999). Purchasing population health: Aligning financial incentives to improve health outcomes. Nursing Outlook, 47, 15-22.

Latour, B. (1987). Science in action: How to follow scientists and engineers through society. New York: Cambridge University Press.

Latour, B. (2005). Reassembling the social: An introduction to Actor-Network-Theory. (Clarendon Lectures in Management Studies). Oxford, England: Oxford University Press.

Magnus, P. D. (2007). Distributed cognition and the task of science. Social Studies of Science, 37(2), 297-310.

Marty, M. (2001). Why the talk of spirituality today? Some partial answers. Second Opinion, 6, 53-64.

Marty, M., & Appleby, R. S. (Eds.). (1993). Fundamentalisms and society: Reclaiming the sciences, the family, and education. The fundamentalisms project, vol. 2. Chicago: University of Chicago Press.

National Institute for Standards and Technology. (1996). Appendix C: Assessment examples. Economic impacts of research in metrology. In Committee on Fundamental Science, Subcommittee on Research (Ed.), Assessing fundamental science: A report from the Subcommittee on Research, Committee on Fundamental Science. Washington, DC: National Standards and Technology Council

[http://www.nsf.gov/statistics/ostp/assess/nstcafsk.htm#Topic%207; last accessed 30 June 2011].

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LivingCapitalMetrics Blog by William P. Fisher, Jr., Ph.D. is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License.
Based on a work at livingcapitalmetrics.wordpress.com.
Permissions beyond the scope of this license may be available at http://www.livingcapitalmetrics.com.