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William P. Fisher, Jr., Ph.D. received his doctorate from the University of Chicago, where he was mentored by Benjamin D. Wright and supported by a Spencer Foundation Dissertation Research Fellowship. Dr. Fisher is recognized for contributions to measurement theory and practice that span the full range from the philosophical to the applied in fields as diverse as special education, mindfulness practice, clinical chemistry, and survey research.
As part of his explication of the epistemological error made in separating thinking from its ecological context, Bateson distinguished counts from measurements. With no reference to Bateson, the measurement theory and practice of Benjamin Wright also recognizes that number and quantity are different logical types. Describing the confusion of counts and measures as schizophrenic, like Bateson, Wright, a physicist and certified psychoanalyst, showed mathematically that convergent stochastic processes informing counts are predictable in ways that facilitate methodical measurements. Wright’s methods experimentally evaluate the complex symmetries of nonlinear and stochastic numeric patterns as a basis for estimating interval quantities. These methods also retain connections with locally situated concrete expressions, mediating the data display by contextualizing it in relation to the abstractly communicable and navigable quantitative unit and its uncertainty. Decades of successful use of Wright’s methods in research and practice are augmented in recent collaborations of metrology engineers and psychometricians who are systematically distinguishing numeric counts from measured quantities in new classes of knowledge infrastructure. Situating Wright’s work in the context of Bateson’s ideas may be useful for infrastructuring new political, economic, and scientific outcomes.
William Fisher. Bateson and Wright on Number and Quantity: How to Not Separate Thinking from Its Relational Context. Symmetry 2021, 13, 1415 .
AMA StyleWilliam Fisher. Bateson and Wright on Number and Quantity: How to Not Separate Thinking from Its Relational Context. Symmetry. 2021; 13 (8):1415.
Chicago/Turabian StyleWilliam Fisher. 2021. "Bateson and Wright on Number and Quantity: How to Not Separate Thinking from Its Relational Context." Symmetry 13, no. 8: 1415.
Because human processes are subtle, complex, and contextualized, computational representations of those processes face highly significant unmet design challenges. Design Thinking (DT) offers a potential new paradigm of creativity and innovation in education capable of effecting meaningful culture change. DT is nonlinear but encompasses elements of empathy, problem definition, ideation, prototyping, and tests that may freely move as needed from and to each other. DT's empathic focus on end users' needs suggests educational measurement's information infrastructures will have to coherently integrate assessment and instruction across multiple levels of complexity in communication. Applying DT reveals the need to attend to previously undeveloped technical issues in communication. Especially important are developmental, horizontal, and vertical forms of coherence, and denotative, metalinguistic, and metacommunicative levels of complexity. New solutions emerge when classrooms are reconceived as meta-design ecosystem niches of creativity and innovation structured from the bottom up by flows of self-organizing information. Recently identified correspondences between educational measurement and metrology support efforts aimed at developing multilevel common languages for the communication of learning outcomes. Prototype reports illustrate how emergent measured constructs can be brought into language in ways that integrate developmental, horizontal, and vertical coherence across levels of complexity. Coherent information infrastructures of these kinds are capable of adapting to new circumstances as populations of persons and items change, doing so without compromising the continuity of comparisons or the uniqueness of locally situated knowledge and practices.
William Fisher; Emily Pey-Tee Oon; Spencer Benson. Rethinking Educational Assessment from the Perspective of Design Thinking. EDeR. Educational Design Research 2021, 5, 1 .
AMA StyleWilliam Fisher, Emily Pey-Tee Oon, Spencer Benson. Rethinking Educational Assessment from the Perspective of Design Thinking. EDeR. Educational Design Research. 2021; 5 (1):1.
Chicago/Turabian StyleWilliam Fisher; Emily Pey-Tee Oon; Spencer Benson. 2021. "Rethinking Educational Assessment from the Perspective of Design Thinking." EDeR. Educational Design Research 5, no. 1: 1.
Imagination is more important than knowledge, but if intellect does not provide the needed logical structures, capacities for envisioning new possibilities are overly constrained. The sustainability problems we face today cannot be solved with the same kind of thinking that created them, but clarity on what counts as a new kind of thinking is sorely lacking. This article proposes methodical, model-based ways of heeding Bateson’s warning about the negative consequences for the ecology of mind that follow from ignoring the contexts of relationships. Informed by S. L. Star’s sense of boundary objects, a sequence of increasingly complex logical types distinguishes and interconnects qualitatively different kinds of thinking in ways that liberate imaginative new possibilities for life. The economy of thought instantiated at each level of complexity is only as meaningful, useful, beautiful, ethical, and efficient as the standards informing local adaptive improvisations. Standards mediating the general and specific, global and local, universally transcendent and embodied particulars enable meaningful negotiations, agreements, and communications. Attending to the differences between levels of discourse sets up new possibilities for creative and imaginative entrepreneurial approaches to viable, feasible, and desirable goals for measuring and managing sustainable development.
William Fisher. Contextualizing Sustainable Development Metric Standards: Imagining New Entrepreneurial Possibilities. Sustainability 2020, 12, 9661 .
AMA StyleWilliam Fisher. Contextualizing Sustainable Development Metric Standards: Imagining New Entrepreneurial Possibilities. Sustainability. 2020; 12 (22):9661.
Chicago/Turabian StyleWilliam Fisher. 2020. "Contextualizing Sustainable Development Metric Standards: Imagining New Entrepreneurial Possibilities." Sustainability 12, no. 22: 9661.
Imagination is more important than knowledge, but if intellect does not provide the needed logical structures, capacities for envisioning new possibilities are overly constrained. The sustainability problems we face today cannot be solved with the same kind of thinking that created them, but clarity on what counts as a new kind of thinking is sorely lacking. This article proposes methodical, model-based ways of heeding Bateson's warning about the negative consequences for the ecology of mind that follow from ignoring the contexts of relationships. Informed by S. L. Star's sense of boundary objects, a sequence of increasingly complex logical types distinguishes and interconnects qualitatively different kinds of thinking in ways that liberate imaginative new possibilities for life. The economy of thought instantiated at each level of complexity is only as meaningful, useful, beautiful, ethical, and efficient as the standards informing local adaptive improvisations. Standards mediating the general and specific, global and local, universally transcendent and embodied particulars enable meaningful negotiations, agreements, and communications. Attending to the differences between levels of discourse sets up new possibilities for creative and imaginative entrepreneurial approaches to viable, feasible, and desirable goals for measuring and managing sustainable development.
William P. Fisher. Contextualizing Sustainable Development Metric Standards: Imagining New Entrepreneurial Possibilities. 2020, 1 .
AMA StyleWilliam P. Fisher. Contextualizing Sustainable Development Metric Standards: Imagining New Entrepreneurial Possibilities. . 2020; ():1.
Chicago/Turabian StyleWilliam P. Fisher. 2020. "Contextualizing Sustainable Development Metric Standards: Imagining New Entrepreneurial Possibilities." , no. : 1.
There are avoidable obstacles delaying realization of the United Nations' Sustainability Development Goals (https://unstats.un.org/sdgs/) which have been introduced by the methods used in measuring sustainability impacts and in monitoring progress toward the UN goals. Scientific measurement offers practical advantages based in rigorously defined and meaningful quantitative units that facilitate close management, trust, and efficient communication. Were improved metrics to be incorporated in systems of metrological traceability, legally binding conformity assessments could eventually provide a basis for new sustainability accounting standards, economic models, and the means for tracking returns on investments in sustainability impacts. Toward these ends, there is a need for making access to improved measurement principles, methods, and results much more widely available. That purpose could be served by the BEAR Assessment System Software (BASS), which provides an online environment offering practical tools for instrument development, administration, calibration, and quality improvement; data analysis and measurement; and reporting. Each variety of sustainability stakeholder could make use of the system for their diverse purposes, advancing their unique self-interests further by cooperatively competing with other stakeholder groups than they could working alone.
W Fisher; Mark R. Wilson. The BEAR Assessment System Software as a platform for developing and applying UN SDG metrics. Journal of Physics: Conference Series 2019, 1379, 012041 .
AMA StyleW Fisher, Mark R. Wilson. The BEAR Assessment System Software as a platform for developing and applying UN SDG metrics. Journal of Physics: Conference Series. 2019; 1379 (1):012041.
Chicago/Turabian StyleW Fisher; Mark R. Wilson. 2019. "The BEAR Assessment System Software as a platform for developing and applying UN SDG metrics." Journal of Physics: Conference Series 1379, no. 1: 012041.
Multiple recent collaborations of metrology engineers and psychometricians have identified new areas of common interest and shared methods. Of particular note are criteria for well-defined measurands and unit quantities that retain their properties across samples and instruments. Such criteria are integrated into the BEAR Assessment System Software (BASS), an online application built on the idea of measurement scales that stand for generalized invariant patterns of abilities, health states, behaviours, etc. The repeatable stability of these structures has been established for decades, with metrological potentials of increasing interest following from demonstrations of how various assessments can be linked together in common systems, not unlike the metrological systems of weights and measures taken for granted in commerce and the natural sciences. The user tools in BASS emphasize (1) flexibility in designing, choosing, and assigning assessments, (2) simplifying scoring, and (3) reports written in ways that make them accessible and useful to a wide range of stakeholders, such as clients, patients, advocates, citizens, voters, students, parents, managers, line workers, etc. Reports are customizable for a wide range of measurement applications at the levels of individuals, small or large groups, as well as for theory-oriented explanatory models.
William Paul Fisher; Mark R. Wilson. An online platform for sociocognitive metrology: the BEAR Assessment System Software. Measurement Science and Technology 2019, 31, 034006 .
AMA StyleWilliam Paul Fisher, Mark R. Wilson. An online platform for sociocognitive metrology: the BEAR Assessment System Software. Measurement Science and Technology. 2019; 31 (3):034006.
Chicago/Turabian StyleWilliam Paul Fisher; Mark R. Wilson. 2019. "An online platform for sociocognitive metrology: the BEAR Assessment System Software." Measurement Science and Technology 31, no. 3: 034006.
William P Fisher. Measuring Genuine Progress: An Example from the UN Millennium Development Goals. 2019, 20, 426 -449.
AMA StyleWilliam P Fisher. Measuring Genuine Progress: An Example from the UN Millennium Development Goals. . 2019; 20 (4):426-449.
Chicago/Turabian StyleWilliam P Fisher. 2019. "Measuring Genuine Progress: An Example from the UN Millennium Development Goals." 20, no. 4: 426-449.
William P. Fisher. Modern, postmodern, amodern. Educational Philosophy and Theory 2018, 50, 1400 -1401.
AMA StyleWilliam P. Fisher. Modern, postmodern, amodern. Educational Philosophy and Theory. 2018; 50 (14):1400-1401.
Chicago/Turabian StyleWilliam P. Fisher. 2018. "Modern, postmodern, amodern." Educational Philosophy and Theory 50, no. 14: 1400-1401.
Education in Science, Technology, Engineering, and Mathematics (STEM) increasingly takes place across a wide range of environments. These cross-sector collaborations, referred to as ecosystems, advance STEM learning by combining theory and practice systematically across traditional education, a variety of out-of-school learning opportunities, and new approaches to workforce development. As of March 2018, there are 56 STEM learning ecosystems in North America involving more than 21 million students, 850,000 teachers and informal educators, 1,322 school districts, and over 1,200 out-of-school partnerships. Significant challenges emerge in efforts aimed at coordinating formative assessments and learning progressions for meaningful comparisons of the outcomes obtained within and between ecosystem niches. The conceptualization and implementation of STEM learning ecosystems have been informed by a sensitivity to and awareness of interdependent social relationships. This social ecology must now be complemented by a cognitive ecology that similarly facilitates more meaningful engagement with learning, for students, teachers, and larger communities. Promising directions for development are suggested by recent perspectives connecting Rasch's probabilistic models for measurement with possibilities for metrological traceability to unit standards. Characterizations of metrological networks as ecological systems emerging from recent work in the philosophy and history of science are of particular interest in this regard.
J Morrison; W P Fisher. Connecting Learning Opportunities in STEM Education: Ecosystem Collaborations across Schools, Museums, Libraries, Employers, and Communities. Journal of Physics: Conference Series 2018, 1065, 022009 .
AMA StyleJ Morrison, W P Fisher. Connecting Learning Opportunities in STEM Education: Ecosystem Collaborations across Schools, Museums, Libraries, Employers, and Communities. Journal of Physics: Conference Series. 2018; 1065 (2):022009.
Chicago/Turabian StyleJ Morrison; W P Fisher. 2018. "Connecting Learning Opportunities in STEM Education: Ecosystem Collaborations across Schools, Museums, Libraries, Employers, and Communities." Journal of Physics: Conference Series 1065, no. 2: 022009.
Clear visual images require an ability to coordinate eye functions. Despite the central importance of binocular vision in everyday functioning, no standard exists for distinguishing good vs poor binocular vision, in contrast with monocular vision's eye chart and visual acuity measures. This study begins to relate the signs and symptoms of binocular vision with children's self-reported visual symptoms to substantiate a model of Functional Binocular Vision (FBV). Following Rasch's probabilistic application of Maxwell's method of analogy, we tested whether observations of visual symptoms and skills were sufficiently consistent to define interval units of measurement. Visual symptom data were obtained from over 1,000 students in grades 3-6 in four California schools using the Convergence Insufficiency Symptom Survey (CISS). An additional 21 optometric acuity and FBV measures were made for more than 459 of those students, as their CISS scores indicated problems in binocular vision. Of these 459, 78 completed an intervention training the eyes in binocular function and provided at least two sets of CISS and optometric measures. The CISS, acuity, and FBV measures all define interval measures spanning at least three statistically distinct groups (Cronbach's alpha >0.75). The final CISS measure was predicted in a regression model by the initial and final FBV measures (F = 3.5, 2 df1, 74 df2, p = .03). Further research will be needed to refine the measures and establish practical guidelines.
M K Powers; W P Fisher. Toward a Standard for Measuring Functional Binocular Vision: Modelling Visual Symptoms and Visual Skills. Journal of Physics: Conference Series 2018, 1065, 132009 .
AMA StyleM K Powers, W P Fisher. Toward a Standard for Measuring Functional Binocular Vision: Modelling Visual Symptoms and Visual Skills. Journal of Physics: Conference Series. 2018; 1065 (13):132009.
Chicago/Turabian StyleM K Powers; W P Fisher. 2018. "Toward a Standard for Measuring Functional Binocular Vision: Modelling Visual Symptoms and Visual Skills." Journal of Physics: Conference Series 1065, no. 13: 132009.
We have yet to realise reconciliation between metrology in the physical sciences and measurement practices in the social sciences. Here, we build on our previous arguments by proposing a psychometric methodology to support metrology in the social sciences. This will be exemplified in the European EMPIR NeuroMet 15HLT04 project, part of which exploits causal Rasch models, novel construct specification equations, and subsequent improved patient centred cognition measurement in support of healthcare and policy decision-making in Alzheimer's disease. In addition, the programme's goal of forming key stakeholder networks, including clinicians, instrument manufactures, biopharma, national and international organisations, will ensure consistent uptake of the new measurement methods.
S J Cano; J Melin; Wp Fisher; Aj Stenner; Lr Pendrill; the EMPIR NeuroMet 15HLT04 consortium. Patient-centred cognition metrology. Journal of Physics: Conference Series 2018, 1065, 072033 .
AMA StyleS J Cano, J Melin, Wp Fisher, Aj Stenner, Lr Pendrill, the EMPIR NeuroMet 15HLT04 consortium. Patient-centred cognition metrology. Journal of Physics: Conference Series. 2018; 1065 (7):072033.
Chicago/Turabian StyleS J Cano; J Melin; Wp Fisher; Aj Stenner; Lr Pendrill; the EMPIR NeuroMet 15HLT04 consortium. 2018. "Patient-centred cognition metrology." Journal of Physics: Conference Series 1065, no. 7: 072033.
Growth in reading ability varies across individuals in terms of starting points, velocities, and decelerations. Reading assessments vary in the texts they include, the questions asked about those texts, and in the way responses are scored. Complex conceptual and operational challenges must be addressed if we are to coherently assess reading ability, so that learning outcomes are comparable within students over time, across classrooms, and across formative, interim, and accountability assessments. A philosophical and historical context in which to situate the problems emerges via analogies from scientific, aesthetic, and democratic values. In a work now over 100 years old, Cook's study of the geometry of proportions in art, architecture, and nature focuses more on individual variation than on average general patterns. Cook anticipates the point made by Kuhn and Rasch that the goal of research is the discovery of anomalies—not the discovery of scientific laws. Bluecher extends Cook's points by drawing an analogy between the beauty of individual variations in the Parthenon's pillars and the democratic resilience of unique citizen soldiers in Pericles' Athenian army. Lessons for how to approach reading measurement follow from the beauty and strength of stochastically integrated variations and uniformities in architectural, natural, and democratic principles.
W P Fisher; A J Stenner. On the complex geometry of individuality and growth: Cook’s 1914 “Curves of Life” and reading measurement. Journal of Physics: Conference Series 2018, 1065, 072040 .
AMA StyleW P Fisher, A J Stenner. On the complex geometry of individuality and growth: Cook’s 1914 “Curves of Life” and reading measurement. Journal of Physics: Conference Series. 2018; 1065 (7):072040.
Chicago/Turabian StyleW P Fisher; A J Stenner. 2018. "On the complex geometry of individuality and growth: Cook’s 1914 “Curves of Life” and reading measurement." Journal of Physics: Conference Series 1065, no. 7: 072040.
The complex multilevel nature of language is a significant barrier to the conceptualization, design, and implementation of effective large scale measurement communications systems in education. The barrier's existence and challenges are obscured, first, by the modern emphasis on data as the hallmark criterion of an objective basis for decision making. The situation is further obscured by the postmodern observation that attention is focused by linguistic, historical, and cultural concerns. Though it is true that data are salient only to the extent implicit or explicit theory is brought to bear, postmodernism does not follow through with its insights into how to create effective information infrastructures. Data, theory, and instruments function interdependently in the historical successes of science to bring things into language. The ecological economy of language is realized by the efficiencies obtained when new concepts produced by collective learning processes are embodied in tools distributed throughout cognitive ecosystems. These ecosystems are comprised of discontinuous but manageably coherent levels of increasingly complex forms of information, following the pattern of everyday language. An emerging reading measurement ecosystem of this kind offers a developmentally, horizontally, and vertically coherent language for managing literacy education across niches defined by classrooms, schools, districts, homes, offices, libraries, test and assessment agencies, and book publishers.
W P Fisher; A J Stenner. Ecologizing vs modernizing in measurement and metrology. Journal of Physics: Conference Series 2018, 1044, 012025 .
AMA StyleW P Fisher, A J Stenner. Ecologizing vs modernizing in measurement and metrology. Journal of Physics: Conference Series. 2018; 1044 (1):012025.
Chicago/Turabian StyleW P Fisher; A J Stenner. 2018. "Ecologizing vs modernizing in measurement and metrology." Journal of Physics: Conference Series 1044, no. 1: 012025.
The integrative process of design thinking provides a compelling framework for addressing problems in education involving coherent assessment and instruction. New possibilities for more meaningful developmental coherence within, horizontal coherence across, and vertical coherence between classroom formative and accountability assessments emerge by thinking through and enacting conceptual solutions that begin with the end in mind and that involve end users every step of the way. The nonlinear process involves empathy for students and teachers, the definition of a solvable problem (one with solutions that are feasible, viable, and desirable), the ideation of a brainstormed array of ideal "possibly impossible" resources for creativity (such as a very demanding measurement model and traceability to unit standards), the rapid development of an initial prototype expected to have limitations, and the first of an iterative series of tests that deliberately test the prototype en route to a recycling as needed through any other parts of the process. Applying Design Thinking may lead to new solutions to problems encountered in reconceiving and reconfiguring classrooms as meta-design ecosystem niches of creativity and innovation. An assessment outcome prototype drawn from recent work with teacher/educators that integrates developmental, horizontal, and vertical coherence is presented.
W P Fisher; Emily Pey-Tee Oon; Spencer Benson. Applying Design Thinking to systemic problems in educational assessment information management. Journal of Physics: Conference Series 2018, 1044, 012012 .
AMA StyleW P Fisher, Emily Pey-Tee Oon, Spencer Benson. Applying Design Thinking to systemic problems in educational assessment information management. Journal of Physics: Conference Series. 2018; 1044 (1):012012.
Chicago/Turabian StyleW P Fisher; Emily Pey-Tee Oon; Spencer Benson. 2018. "Applying Design Thinking to systemic problems in educational assessment information management." Journal of Physics: Conference Series 1044, no. 1: 012012.
How might psychometrics go about improving the meaningfulness and productivity of its routinely employed procedures? A long history of critical and educational efforts has not stemmed widespread misconceptions and misuses of methods and models. A framework for contextualizing the respective principles and procedures of different measurement theories sets the stage for finding an alternative path toward general improvements in psychometric practice. Positivist, anti-positivist, and post-positivist philosophies of science inform paradigmatically distinct measurement principles and procedures. Connecting measurement and the assumptions of these paradigms enables a mapping of measurement activities within the separate philosophical approaches, grounding research design. The philosophical distinctions provide, then, an analytic tool for comparing and contrasting measurement theories. Some aspects of positivism and anti-positivism incompatible with historical and contemporary measurement theory suggest that an amodern, post-positivist approach to measurement offers untried potentials for new and creative research approaches.
Robert F. Cavanagh; William P. Fisher. Research Design Considerations in Human Science Research: Reconciling Conceptions of Science, Theories of Measurement and Research Methods. Pacific Rim Objective Measurement Symposium (PROMS) 2016 Conference Proceedings 2018, 49 -66.
AMA StyleRobert F. Cavanagh, William P. Fisher. Research Design Considerations in Human Science Research: Reconciling Conceptions of Science, Theories of Measurement and Research Methods. Pacific Rim Objective Measurement Symposium (PROMS) 2016 Conference Proceedings. 2018; ():49-66.
Chicago/Turabian StyleRobert F. Cavanagh; William P. Fisher. 2018. "Research Design Considerations in Human Science Research: Reconciling Conceptions of Science, Theories of Measurement and Research Methods." Pacific Rim Objective Measurement Symposium (PROMS) 2016 Conference Proceedings , no. : 49-66.
Ben Wright’s background in physics and Freudian psychoanalysis, working alongside wide-ranging, deep thinkers attuned to cross-disciplinary matters, like Charles Townes, Bruno Bettelheim, and Ben Bloom, set the stage for creative engagements with educational problems that still resonate with researchers and practitioners, globally. In Rasch’s models for measurement, Wright found a means not only for developing his own professional identity and writing his own life story but for also providing others with the means and media for their own imaginative variations on an invariant.
William P. Fisher. Provoking Professional Identity Development: The Legacy of Benjamin Drake Wright. Blackbody Radiometry 2017, 135 -162.
AMA StyleWilliam P. Fisher. Provoking Professional Identity Development: The Legacy of Benjamin Drake Wright. Blackbody Radiometry. 2017; ():135-162.
Chicago/Turabian StyleWilliam P. Fisher. 2017. "Provoking Professional Identity Development: The Legacy of Benjamin Drake Wright." Blackbody Radiometry , no. : 135-162.
In this chapter we gather together quotable statements by and about Ben Wright.
Mark Wilson; William P. Fisher. Ben Wright: Quotable and Quote-Provoking. Blackbody Radiometry 2017, 163 -197.
AMA StyleMark Wilson, William P. Fisher. Ben Wright: Quotable and Quote-Provoking. Blackbody Radiometry. 2017; ():163-197.
Chicago/Turabian StyleMark Wilson; William P. Fisher. 2017. "Ben Wright: Quotable and Quote-Provoking." Blackbody Radiometry , no. : 163-197.
In this chapter we briefly describe the facts of Ben Wright’s professional career as a physicist and psychologist. We also make some perspective-setting remarks on the strengths and range of his accomplishments, on the nature of his engaging and sometimes-challenging personality, as well as on his perspicacity and forward-looking view on the roles of measurement in the scientific world. In doing so, we ask some questions about his career and work that we hope (and expect) are illuminated by the succeeding chapters of the volume. Of particular interest are the ways in which Wright drew from his deep experiences in physics, mathematics, computers, and psychoanalysis to set the stage for new advances in qualitative theory and quantitative precision in measurement science, advances that are proving to span a wide range of fields not limited to psychology and the social sciences. We also give some details of the original Conference that was the generator of many of the chapters in the Volume.
William P. Fisher; Mark Wilson. Introduction to Benjamin Wright and His Contributions to Measurement Science. Blackbody Radiometry 2017, 1 -10.
AMA StyleWilliam P. Fisher, Mark Wilson. Introduction to Benjamin Wright and His Contributions to Measurement Science. Blackbody Radiometry. 2017; ():1-10.
Chicago/Turabian StyleWilliam P. Fisher; Mark Wilson. 2017. "Introduction to Benjamin Wright and His Contributions to Measurement Science." Blackbody Radiometry , no. : 1-10.
William P. Fisher. Metrology, psychometrics, and new horizons for innovation. 18th International Congress of Metrology 2017, 9007 .
AMA StyleWilliam P. Fisher. Metrology, psychometrics, and new horizons for innovation. 18th International Congress of Metrology. 2017; ():9007.
Chicago/Turabian StyleWilliam P. Fisher. 2017. "Metrology, psychometrics, and new horizons for innovation." 18th International Congress of Metrology , no. : 9007.
William P. Fisher; A. Jackson Stenner. Towards an alignment of engineering and psychometric approaches to uncertainty in measurement: Consequences for the future. 18th International Congress of Metrology 2017, 12004 .
AMA StyleWilliam P. Fisher, A. Jackson Stenner. Towards an alignment of engineering and psychometric approaches to uncertainty in measurement: Consequences for the future. 18th International Congress of Metrology. 2017; ():12004.
Chicago/Turabian StyleWilliam P. Fisher; A. Jackson Stenner. 2017. "Towards an alignment of engineering and psychometric approaches to uncertainty in measurement: Consequences for the future." 18th International Congress of Metrology , no. : 12004.