Social Sciences Researcher

Import Information for Windows 7 – 32 and 64 Bit users. To be sure that everything goes well, disable you firewall completely and disable UAC. Also you should be disconnected from the net ! Control Panel-User Accounts and Family Safety-User Accounts-Change Use Account Control Settings-Move Slider to "Never Notify" Also important if you previously installed it in Windows 7 – 64 Bit and have it still there, start LicAdmin.exe and remove and "License Source" you have already added. Remove any programm from Erdas 2011 from your system and delete any trace from your HD including the License Manager.Do a reboot ! Follow this order on how to install it.

1.Install Foundation 2011 (needed for any program from them)

2.Install Imagine 2011

3.Install LPS 2011 (Optional)

4.Install ER Mapper 2011 (Optional)

5.Install Imagine Desktop 2011 V11.0.2 Update (IMPORTANT this is always the last part)

6.Copy the Folder "ERDAS Desktop 2011" inside "patched files folder" to your Installed Folder of Erdas and overwrite the existing ones. (IF you wanna install ER Mapper only, then install Foundation, Er Mapper 2011 and then the Desktop V11.0.2 Update) Optional (if you like to use the arcgis 10 Plugins)

7.Install AcgGis Extension

8.Install ArcGis Extension 2011 SP1 Update

9.Copy the folder "ERDAS Extensions 2011" to the installed folder of the Extensions and overwrite the existing ones. (For the ArcGis Plugins, both License Managers must be running on the same time, the Esri and the Erdas one) Optional: Install and use patched files for this app and Plugins. Erdas Orima DP for LPS 2011 V11.0. PRO600 2011 Plugin for MicroStation V8 PRO600 2011 Plugin for MicroStation V8 XM Edition.PRO600 Fundamentals 2011 Plugin for Bentley PowerMap XM.

10.Copy all the files from the "Win32Release" folder inside the License patch folder to C:\Programme\ERDAS\Shared\licensing\bin\ (for 32 Bit System with english language, could be different on other Language OS) C:\Program Files (x86)\ERDAS\Shared\licensing\bin\ (for Windows 7 – 64 Bit Systems) and overwrite any file there. !!!

11. Open "erdas.dat" and replace the string "YOUR_HOST" with your real host name.

12. Go to that folder "C:\Program Files (x86)\ERDAS\Shared\Licensing\bin\Win32Release" on Drive C:\ . Start Lmtools.exe. Go to Config Services Tab.

Write "ERDAS Licensing Service" as a new Service Name. Click on Save Service. Then browse for lmgrd.exe, browse for erdas.dat for license file

and Log.log for the log file.

NOW VERY IMPORTANT. Click also on "Use Services" below, I made a picture to make it clear. Then click on Save Service again.

You SHOULD click also on "start server on powerup", therwise you need to start the license server "always" by hand

whenever you wanna use it and after reboot. And NOT via Lmtools but via your Service Manager Configuration under Control Panel.

13. Since this is a SERVICE now, it cant be started via LMTools, but you need it to start via Services under "Control Panel". !!!!!!

14.After you started the "Erdas Licensing Service". Start LM tools and look at the System Settings Tab. Look at your IP Address (in my example 169.254.91.110). Notice it somewhere.

Then in the same folder start "LicAdmin.exe", click on Server>Add remote server. Then write in your "IP Address" you wrote down before and 1700 as Port Number. Click OK.

Click on License Sources and your IP should be shown with all Unlocked features. Look at the picture I made from my system !!!

15.Start any Erdas App, everything shoud work fine now.

16.You can now turn on UAC (for Win 7 Users) and your firewall again.

17.Have fun using the software

Tuesday 12 June 2012

International Journal of Asian Social Science

Online ISSN: 2224-4441
Print ISSN: 2226-5139

International Journal of Asian Social Science is a monthly, peer-reviewed international research journal that deals with both applied and theoretical issues. The scope of the journal includes:

Research articles
Original research reports
Short communications in the fields of social sciences.
Educational Research
Special Education
Physical Education
Psychology Research
Philosophical Research
Geography
Media and communication studies
English Literature
Music
Business Management
Market Management
Operational Management
Sport Management
International Relations
Regional Planning
Political Science
Library Sciences
Management Sciences
Islamic Studies
General History
Sociology
Anthropology
Public Administration
Corporate organization
Entrepreneurship
Publications and advertising
Human Resource management
Local Languages

Sunday 10 June 2012

Recent development and emerging trends in research in social sciences in India

By Jandhyala Tilak

He who can, does. He who cannot teaches. He who cannot
teach, does research. [with apologies to George Bernard Shaw]

India has been characterised by a well-established long tradition of sound research in both social sciences as well as physical and natural sciences. There are a good number of social science research institutions, some of which come under the umbrella of a national body called Indian Council of Social Science Research (ICSSR) and some of which are funded by government(s) directly. Research traditions in the university departments are also strong and vibrant. Research both at doctoral and post-doctoral levels is highly respected, and financially supported by state. In all, the ICSSR, the University Grants Commission and Department/Ministry of Education at national and state levels have been the principal financiers of research in social sciences in India. The importance of research for advancement of knowledge and for social policy formulation is widely recognised.

Recent efforts towards globalization of the Indian economy has contributed to two most important developments in case of education and research. They are: flow of international aid for educational development, and emergence of private entrepreneurship in education and research. Both have serious implications for the quality and quantity for research in India. This short paper is a commentary on such implications.

In the recent past, one notices a major shift in research in education from basic (or fundamental) research to applied (and empirical) research. Both basic and applied research are respectable areas, and both have their own significance and utility. Both complement each other. Many 'fundamental' research contributions have not been noted in the recent past. In contrast, empirical research bulged rather in geometric progression. It is obvious that fundamental research cannot progress at the same rate of growth as of empirical research. Otherwise perhaps fundamental research contributions do not remain 'fundamental'. In the empirical research also, contribution of research in terms of improvements in empirical research -- in the form of insights it provides into the empirical complexities, improvement in empirical techniques, etc., -- is not as high as the volume of empirical applications. Few significant methodological improvements have taken place, but the number of applications got multiplied several times. After all, multiplication of number of blind applications of a technique to new and old sets of data does not form progress in applied research.

Equally important is a shift from empirical to action research. Researchers are not content with empirical and applied research. They became more 'action-oriented', and action research became a hot favourite among many. Except for a few action research programmes, many action research activities end up in a fiasco, essentially because action research cannot be an alternative to theoretical and empirical research. A good action research is a theatre of a set of very complex factors. It requires, inter alia, very sound theoretical formulation of a viable development model. Many researchers -- national and international non-governmental organisations are an important lot in this category -- jump into action research, without fulfilling this basic condition, and as a result they cannot but fail. They may be having genuine social commitment. But social commitment is a necessary, but not a sufficient condition for the success of action research programmes. Neither action nor research could be found finally in such action research programmes.

Further, the emphasis has been on policy relevant research, as against what is characterised as 'abstract' research. Researchers are asked repeatedly to highlight the policy relevance (use) of their research proposals, and to highlight (preferably in a separate chapter, besides in short abstracts and executive summaries) policy implications of their concluded studies. Thus prescriptive research is more valued than analytical research. The prescriptions, however, tend to be more generalised, non-controversial, than location/region specific. As the phenomenon of policy use dominates the whole research scene, it is not surprising to find condemnation of 'other' research as 'academic' research, or 'professional' research, if not as 'irrelevant' research.

In the march towards policy relevant research, critical analytical research on various policy issues is slowly replaced by research on how to implement the government programmes and policies, the rationality, desirability and feasibility of which ought to have been researched earlier. In the same context, evaluative research, i.e., evaluation of the programmes (generally state supported or internationally supported) also takes a prime place. Such policy relevant research -- research on implementation and evaluation -- also necessitates quick results. As a result, preference for public support for research shifts from 2-5 years (or longer) duration research studies to 3-6 months (or shorter) duration, if not 'instant', research studies. The consequence of all this is the emergence of fast-buck, short-cut, quick-result oriented research culture. Research reports are 'manufactured' practically overnight. When research design, research methodologies, sample design, statistical techniques, etc., are common, the modern technology, particularly the computers and widespread availability of software packages also come very handy in manufacturing research reports in a short time even by the novice. The contribution of international and national consultants in this business is also marked.

A strong tendency in research in the recent past has been a shift from data analysis to collection and compilation of data. The funding agencies or consulting firms, particularly international consulting firms who do not know even the basic information about a country or a given region, seem to be more interested in information rather than the analysis. Researchers play to the tune of those who pay for.

In the same context, another tendency that is taking place is that the reader is given the luxury of not reading (even the tables), but viewing them graphically. The great Indian oral tradition of transmission of knowledge is too ancient to bother about it now. It requires more intellectual concentration and spiritual training for which we do not have time in our running race to the 21 century. Thanks again to the computers and to modern printing technology, we have beautiful publications from research institutions that contain only visual 'graphic presentations' in fantastic colours, and these are also considered as important research studies. It is not important whether the graphics refer to poverty, or dropouts from schools, or to see what is measured on X-axis and what on Y-axis, as the researcher not only does not have any understanding how it should be, but also does not mind inter-changing them, as long as the shape of the graph becomes visually more attractive.

In effect, a shift takes place from quality of research to quality of printing. The latter accounts more in the allocation of time of the researchers. Now-a-days even an unpublished paper is neither a 'manuscript' nor a typescript. It is a computer printout. Both the researcher and his clientele are concerned with whether it is a good print or not. Hence in a budget for a research study, the cost for preparation of the final report is perhaps much higher then the rest of the whole research project.

'Research study' is becoming an old term. Now-a-days it is called 'research report' or simply and more commonly 'report'. This shift in terminology has important bearing on our thinking. The primary role of the researcher becomes not 'studying', but 'reporting'. Reporting to whom? Maybe to the society. But more commonly it is 'reporting' only to the funding agency. Reporting on what? Of course, it is not really an important question.

In the name of inter-disciplinary and multi-disciplinary research, researchers specialise in no specific area. Inter-disciplinary or multi-disciplinary research can be (or should be) evolutionary in nature. After a researcher develops thorough professional expertise in one discipline, he/she may be able to know the strengths and weaknesses of the particular discipline to explain a particular phenomenon, and thereby realise the need to cut across the boundaries of the given discipline, and to use research and other tools relating to other necessary disciplines.

In such a case, one discipline becomes a core discipline in which the researcher has sufficient expertise, and other disciplines complement the core one in analysing and explaining a particular phenomenon. In the recent past, such an evolutionary process is by-passed, and as a result, the researcher more often becomes a jack of all trades and master of none.

Another interesting trend in this context worth noting is crossing of disciplines. Even before one tries to understand his or her discipline somewhat in depth, the researcher frequently crosses over to other disciplines, in response to the needs of the consulting firms, but in the process loses the ground on which he/she could have firmly and somewhat confidently stood, and can never become an expert in the discipline he/she crossed to. A distinction may be made between branching into a specialisation in a core discipline and crossing disciplines altogether. While the former kind is desirable, the latter kind is not.

In short, a major shift takes place from research production to research management. The role of the researchers is not necessarily focused on conducting research, but more importantly on management or co-ordination of it. Researchers become research managers or suddenly research managers are born without any experience and training not only in the given specific area in particular, but even in research in general. All this also contributed to emergence and rapid growth of national and international consulting firms, if not intermediary or broker agencies, both in public and private sectors in educational research. These consulting firms, which do not make any distinction between research and any other area of physical output production on the one hand, and between research in education and any other area, serve as 'brokers' between financiers of research and researchers. Thus the shift takes place from conducting of research to co-ordination and management of research.

With the growth of intermediaries -- both in public and private sectors, but more particularly in private sector--research also becomes very expensive and financially a highly lucrative area. The Indian researchers, who never treated research as financially rewarding, are now known as consultants and are asked to fill-up the forms that list half a dozen types of fees and other charges. With private and international organisations entering the scene, there has also been competition among these organisations in identifying the consultants for their jobs, which further escalate the fee rates. Researchers in public institutions who used to receive respectable but low salaries, now find it worth leaving for good the public sector and join as consultants in the private sector even for a short time.

To conclude, research priorities in education are getting distorted, and the quality of research has got affected seriously in the recent past. Some of these aspects are directly attributable to the important developments mentioned earlier, viz., flow of international aid for education and research and emergence of private entrepreneurship in research. All these aspects are, however, not exactly related to these developments, but these developments do strengthen the forces that contribute to the shifts in priorities. The undesirable trends described above are not yet very dominant ones. But they need to be taken very seriously, as they seem like signalling the new emerging shifts in research priorities in the near future. Serious academic activity appears to be becoming a victim to all these degenerating trends, rather than being a great historical role-setter for development of the society. The whole effort in this note is to warn, in terms of the Gresham's law: beware, 'bad money drives out the good.'