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Using a Rule Developing Experimentation Approach to Study Social Problems: The Case of Corruption in Education

Using a Rule Developing Experimentation Approach to Study Social Problems: The Case of Corruption in Education

Attila Gere, Petraq Papajorgji, Howard R. Moskowitz, Veljko Milutinovic
Copyright: © 2019 |Volume: 6 |Issue: 3 |Pages: 26
EISBN13: 9781522568520|ISSN: 2640-0367|EISSN: 2640-0375|DOI: 10.4018/IJPAE.2019070103
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MLA

Gere, Attila, et al. "Using a Rule Developing Experimentation Approach to Study Social Problems: The Case of Corruption in Education." IJPAE vol.6, no.3 2019: pp.23-48. http://doi.org/10.4018/IJPAE.2019070103

APA

Gere, A., Papajorgji, P., Moskowitz, H. R., & Milutinovic, V. (2019). Using a Rule Developing Experimentation Approach to Study Social Problems: The Case of Corruption in Education. International Journal of Political Activism and Engagement (IJPAE), 6(3), 23-48. http://doi.org/10.4018/IJPAE.2019070103

Chicago

Gere, Attila, et al. "Using a Rule Developing Experimentation Approach to Study Social Problems: The Case of Corruption in Education," International Journal of Political Activism and Engagement (IJPAE) 6, no.3: 23-48. http://doi.org/10.4018/IJPAE.2019070103

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Abstract

This article presents the first in a series of studies on the corruption of various types, assessed through an online experiment known as mind genomics. The data allows for the creation of simple models from regression, showing the part-worth contribution of every element to perceived corruption, and to perceived positive, neutral or negative emotion. The authors use ordinary least squares regression models and advanced data mining techniques to analyze the data and classify the users accordingly. They present the results from four countries (Albania, Hungary, India, and the USA), looking at the linkages between corruption by country, and by other factors such as social class. Based on the collected data a model is generated for each group (country, type of person), showing how the person in the group is likely to call a description ‘corrupt,' and how each particular element from the set of 20 elements related to education adds or subtracts to that basic proclivity to call a situation or behavior corrupt.

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