Deconstructing Public Administration Empiricism
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Jackson: Choosing a Methodology: Philosophical Underpinning
JACKSON: CHOOSING A METHODOLOGY: PHILOSOPHICAL UNDERPINNING Choosing a Methodology: Philosophical Practitioner Research Underpinning In Higher Education Copyright © 2013 University of Cumbria Vol 7 (1) pages 49-62 Elizabeth Jackson University of Cumbria [email protected] Abstract As a university lecturer, I find that a frequent question raised by Masters students concerns the methodology chosen for research and the rationale required in dissertations. This paper unpicks some of the philosophical coherence that can inform choices to be made regarding methodology and a well-thought out rationale that can add to the rigour of a research project. It considers the conceptual framework for research including the ontological and epistemological perspectives that are pertinent in choosing a methodology and subsequently the methods to be used. The discussion is exemplified using a concrete example of a research project in order to contextualise theory within practice. Key words Ontology; epistemology; positionality; relationality; methodology; method. Introduction This paper arises from work with students writing Masters dissertations who frequently express confusion and doubt about how appropriate methodology is chosen for research. It will be argued here that consideration of philosophical underpinning can be crucial for both shaping research design and for explaining approaches taken in order to support credibility of research outcomes. It is beneficial, within the unique context of the research, for the researcher to carefully -
The Rhetoric of Positivism Versus Interpretivism: a Personal View1
Weber/Editor’s Comments EDITOR’S COMMENTS The Rhetoric of Positivism Versus Interpretivism: A Personal View1 Many years ago I attended a conference on interpretive research in information systems. My goal was to learn more about interpretive research. In my Ph.D. education, I had studied primarily positivist research methods—for example, experiments, surveys, and field studies. I knew little, however, about interpretive methods. I hoped to improve my knowledge of interpretive methods with a view to using them in due course in my research work. A plenary session at the conference was devoted to a panel discussion on improving the acceptance of interpretive methods within the information systems discipline. During the session, a number of speakers criticized positivist research harshly. Many members in the audience also took up the cudgel to denigrate positivist research. If any other positivistic researchers were present at the session beside me, like me they were cowed. None of us dared to rise and speak in defence of positivism. Subsequently, I came to understand better the feelings of frustration and disaffection that many early interpretive researchers in the information systems discipline experienced when they attempted to publish their work. They felt that often their research was evaluated improperly and treated unfairly. They contended that colleagues who lacked knowledge of interpretive research methods controlled most of the journals. As a result, their work was evaluated using criteria attuned to positivism rather than interpretivism. My most-vivid memory of the panel session, however, was my surprise at the way positivism was being characterized by my colleagues in the session. -
A Comprehensive Framework to Reinforce Evidence Synthesis Features in Cloud-Based Systematic Review Tools
applied sciences Article A Comprehensive Framework to Reinforce Evidence Synthesis Features in Cloud-Based Systematic Review Tools Tatiana Person 1,* , Iván Ruiz-Rube 1 , José Miguel Mota 1 , Manuel Jesús Cobo 1 , Alexey Tselykh 2 and Juan Manuel Dodero 1 1 Department of Informatics Engineering, University of Cadiz, 11519 Puerto Real, Spain; [email protected] (I.R.-R.); [email protected] (J.M.M.); [email protected] (M.J.C.); [email protected] (J.M.D.) 2 Department of Information and Analytical Security Systems, Institute of Computer Technologies and Information Security, Southern Federal University, 347922 Taganrog, Russia; [email protected] * Correspondence: [email protected] Abstract: Systematic reviews are powerful methods used to determine the state-of-the-art in a given field from existing studies and literature. They are critical but time-consuming in research and decision making for various disciplines. When conducting a review, a large volume of data is usually generated from relevant studies. Computer-based tools are often used to manage such data and to support the systematic review process. This paper describes a comprehensive analysis to gather the required features of a systematic review tool, in order to support the complete evidence synthesis process. We propose a framework, elaborated by consulting experts in different knowledge areas, to evaluate significant features and thus reinforce existing tool capabilities. The framework will be used to enhance the currently available functionality of CloudSERA, a cloud-based systematic review Citation: Person, T.; Ruiz-Rube, I.; Mota, J.M.; Cobo, M.J.; Tselykh, A.; tool focused on Computer Science, to implement evidence-based systematic review processes in Dodero, J.M. -
Third Year Preceptor Evaluation Form
3rd Year Preceptor Evaluation Please select student’s home campus: Auburn Carolinas Virginia Printed Student Name: Start Date: End Date: Printed Preceptor Name and Degree: Discipline: The below performance ratings are designed to evaluate a student engaged in their 3rd year of clinical rotations which corresponds to their first year of full time clinical training. Unacceptable – performs below the expected standards for the first year of clinical training (OMS3) despite feedback and direction Below expectations – performs below expectations for the first year of clinical training (OMS3). Responds to feedback and direction but still requires maximal supervision, and continual prompting and direction to achieve tasks Meets expectations – performs at the expected level of training (OMS3); able to perform basic tasks with some prompting and direction Above expectations – performs above expectations for their first year of clinical training (OMS3); requires minimal prompting and direction to perform required tasks Exceptional – performs well above peers; able to model tasks for peers or juniors, of medical students at the OMS3 level Place a check in the appropriate column to indicate your rating for the student in that particular area. Clinical skills and Procedure Log Documentation Preceptor has reviewed and discussed the CREDO LOG (Clinical Experience) for this Yes rotation. This is mandatory for passing the rotation for OMS 3. No Area of Evaluation - Communication Question Unacceptable Below Meets Above Exceptional N/A Expectations Expectations Expectations 1. Effectively listen to patients, family, peers, & healthcare team. 2. Demonstrates compassion and respect in patient communications. 3. Effectively collects chief complaint and history. 4. Considers whole patient: social, spiritual & cultural concerns. -
Greek and Latin Roots, Prefixes, and Suffixes
GREEK AND LATIN ROOTS, PREFIXES, AND SUFFIXES This is a resource pack that I put together for myself to teach roots, prefixes, and suffixes as part of a separate vocabulary class (short weekly sessions). It is a combination of helpful resources that I have found on the web as well as some tips of my own (such as the simple lesson plan). Lesson Plan Ideas ........................................................................................................... 3 Simple Lesson Plan for Word Study: ........................................................................... 3 Lesson Plan Idea 2 ...................................................................................................... 3 Background Information .................................................................................................. 5 Why Study Word Roots, Prefixes, and Suffixes? ......................................................... 6 Latin and Greek Word Elements .............................................................................. 6 Latin Roots, Prefixes, and Suffixes .......................................................................... 6 Root, Prefix, and Suffix Lists ........................................................................................... 8 List 1: MEGA root list ................................................................................................... 9 List 2: Roots, Prefixes, and Suffixes .......................................................................... 32 List 3: Prefix List ...................................................................................................... -
Evaluating Empirical Research
EVALUATING EMPIRICAL RESEARCH A NTIOCH It is important to maintain an objective and respectful tone as you evaluate others’ empirical studies. Keep in mind that study limitations are often a result of the epistemological limitations of real life research situations rather than the laziness or ignorance of the researchers. It’s U NIVERSITY NIVERSITY normal and expected for empirical studies to have limitations. Having said that, it’s part of your job as a critical reader and a smart researcher to provide a fair assessment of research done on your topic. B.A. Maher’s guidelines (as cited in Cone and Foster, 2008, pp 104- V 106) are useful in thinking of others’ studies, as well as for writing up your IRTIUAL own study. Here are the recommended questions to consider as you read each section of an article. As you think of other questions that are particularly W important to your topic, add them to the list. RITING Introduction Does the introduction provide a strong rationale for why the study is C ENTER needed? Are research questions and hypotheses clearly articulated? (Note that research questions are often presented implicitly within a description of the purpose of the study.) Method Is the method described so that replication is possible without further information Participants o Are subject recruitment and selection methods described? o Were participants randomly selected? Are there any probable biases in sampling? A NTIOCH o Is the sample appropriate in terms of the population to which the researchers wished to generalize? o Are characteristics of the sample described adequately? U NIVERSITY NIVERSITY o If two or more groups are being compared, are they shown to be comparable on potentially confounding variables (e.g. -
PDF Download Starting with Science Strategies for Introducing Young Children to Inquiry 1St Edition Ebook
STARTING WITH SCIENCE STRATEGIES FOR INTRODUCING YOUNG CHILDREN TO INQUIRY 1ST EDITION PDF, EPUB, EBOOK Marcia Talhelm Edson | 9781571108074 | | | | | Starting with Science Strategies for Introducing Young Children to Inquiry 1st edition PDF Book The presentation of the material is as good as the material utilizing star trek analogies, ancient wisdom and literature and so much more. Using Multivariate Statistics. Michael Gramling examines the impact of policy on practice in early childhood education. Part of a series on. Schauble and colleagues , for example, found that fifth grade students designed better experiments after instruction about the purpose of experimentation. For example, some suggest that learning about NoS enables children to understand the tentative and developmental NoS and science as a human activity, which makes science more interesting for children to learn Abd-El-Khalick a ; Driver et al. Research on teaching and learning of nature of science. The authors begin with theory in a cultural context as a foundation. What makes professional development effective? Frequently, the term NoS is utilised when considering matters about science. This book is a documentary account of a young intern who worked in the Reggio system in Italy and how she brought this pedagogy home to her school in St. Taking Science to School answers such questions as:. The content of the inquiries in science in the professional development programme was based on the different strands of the primary science curriculum, namely Living Things, Energy and Forces, Materials and Environmental Awareness and Care DES Exit interview. Begin to address the necessity of understanding other usually peer positions before they can discuss or comment on those positions. -
Internationalizing the University Curricula Through Communication
DOCUMENT RESUME ED 428 409 CS 510 027 AUTHOR Oseguera, A. Anthony Lopez TITLE Internationalizing the University Curricula through Communication: A Comparative Analysis among Nation States as Matrix for the Promulgation of Internationalism, through the Theoretical Influence of Communication Rhetors and International Educators, Viewed within the Arena of Political-Economy. PUB DATE 1998-12-00 NOTE 55p.; Paper presented at the Annual Meeting of the Speech Communication Association of Puerto Rico (18th, San Juan, Puerto Rico, December 4-5, 1998). PUB TYPE Reports Research (143) Speeches/Meeting Papers (150) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *College Curriculum; *Communication (Thought Transfer); Comparative Analysis; *Educational Change; Educational Research; Foreign Countries; Global Approach; Higher Education; *International Education IDENTIFIERS *Internationalism ABSTRACT This paper surveys the current situation of internationalism among the various nation states by a comparative analysis, as matrix, to promulgate the internationalizing process, as a worthwhile goal, within and without the college and university curricula; the theoretical influence and contributions of scholars in communication, international education, and political-economy, moreover, become allies toward this endeavor. The paper calls for the promulgation of a new and more effective educational paradigm; in this respect, helping the movement toward the creation of new and better schools for the next millennium. The paper profiles "poorer nations" and "richer nations" and then views the United States, with its enormous wealth, leading technology, vast educational infrastructure, and its respect for democratic principles, as an agent with agencies that can effect positive consequences to ameliorating the status quo. The paper presents two hypotheses: the malaise of the current educational paradigm is real, and the "abertura" (opening) toward a better paradigmatic, educational pathway is advisable and feasible. -
Principles of Scientific Inquiry
Chapter 2 PRINCIPLES OF SCIENTIFIC INQUIRY Introduction This chapter provides a summary of the principles of scientific inquiry. The purpose is to explain terminology, and introduce concepts, which are explained more completely in later chapters. Much of the content has been based on explanations and examples given by Wilson (1). The Scientific Method Although most of us have heard, at some time in our careers, that research must be carried out according to “the scientific method”, there is no single, scientific method. The term is usually used to mean a systematic approach to solving a problem in science. Three types of investigation, or method, can be recognized: · The Observational Method · The Experimental (and quasi-experimental) Methods, and · The Survey Method. The observational method is most common in the natural sciences, especially in fields such as biology, geology and environmental science. It involves recording observations according to a plan, which prescribes what information to collect, where it should be sought, and how it should be recorded. In the observational method, the researcher does not control any of the variables. In fact, it is important that the research be carried out in such a manner that the investigations do not change the behaviour of what is being observed. Errors introduced as a result of observing a phenomenon are known as systematic errors because they apply to all observations. Once a valid statistical sample (see Chapter Four) of observations has been recorded, the researcher analyzes and interprets the data, and develops a theory or hypothesis, which explains the observations. The experimental method begins with a hypothesis. -
Sacred Rhetorical Invention in the String Theory Movement
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Communication Studies Theses, Dissertations, and Student Research Communication Studies, Department of Spring 4-12-2011 Secular Salvation: Sacred Rhetorical Invention in the String Theory Movement Brent Yergensen University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/commstuddiss Part of the Speech and Rhetorical Studies Commons Yergensen, Brent, "Secular Salvation: Sacred Rhetorical Invention in the String Theory Movement" (2011). Communication Studies Theses, Dissertations, and Student Research. 6. https://digitalcommons.unl.edu/commstuddiss/6 This Article is brought to you for free and open access by the Communication Studies, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Communication Studies Theses, Dissertations, and Student Research by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. SECULAR SALVATION: SACRED RHETORICAL INVENTION IN THE STRING THEORY MOVEMENT by Brent Yergensen A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy Major: Communication Studies Under the Supervision of Dr. Ronald Lee Lincoln, Nebraska April, 2011 ii SECULAR SALVATION: SACRED RHETORICAL INVENTION IN THE STRING THEORY MOVEMENT Brent Yergensen, Ph.D. University of Nebraska, 2011 Advisor: Ronald Lee String theory is argued by its proponents to be the Theory of Everything. It achieves this status in physics because it provides unification for contradictory laws of physics, namely quantum mechanics and general relativity. While based on advanced theoretical mathematics, its public discourse is growing in prevalence and its rhetorical power is leading to a scientific revolution, even among the public. -
The Fire and Smoke Model Evaluation Experiment—A Plan for Integrated, Large Fire–Atmosphere Field Campaigns
atmosphere Review The Fire and Smoke Model Evaluation Experiment—A Plan for Integrated, Large Fire–Atmosphere Field Campaigns Susan Prichard 1,*, N. Sim Larkin 2, Roger Ottmar 2, Nancy H.F. French 3 , Kirk Baker 4, Tim Brown 5, Craig Clements 6 , Matt Dickinson 7, Andrew Hudak 8 , Adam Kochanski 9, Rod Linn 10, Yongqiang Liu 11, Brian Potter 2, William Mell 2 , Danielle Tanzer 3, Shawn Urbanski 12 and Adam Watts 5 1 University of Washington School of Environmental and Forest Sciences, Box 352100, Seattle, WA 98195-2100, USA 2 US Forest Service Pacific Northwest Research Station, Pacific Wildland Fire Sciences Laboratory, Suite 201, Seattle, WA 98103, USA; [email protected] (N.S.L.); [email protected] (R.O.); [email protected] (B.P.); [email protected] (W.M.) 3 Michigan Technological University, 3600 Green Court, Suite 100, Ann Arbor, MI 48105, USA; [email protected] (N.H.F.F.); [email protected] (D.T.) 4 US Environmental Protection Agency, 109 T.W. Alexander Drive, Durham, NC 27709, USA; [email protected] 5 Desert Research Institute, 2215 Raggio Parkway, Reno, NV 89512, USA; [email protected] (T.B.); [email protected] (A.W.) 6 San José State University Department of Meteorology and Climate Science, One Washington Square, San Jose, CA 95192-0104, USA; [email protected] 7 US Forest Service Northern Research Station, 359 Main Rd., Delaware, OH 43015, USA; [email protected] 8 US Forest Service Rocky Mountain Research Station Moscow Forestry Sciences Laboratory, 1221 S Main St., Moscow, ID 83843, USA; [email protected] 9 Department of Atmospheric Sciences, University of Utah, 135 S 1460 East, Salt Lake City, UT 84112-0110, USA; [email protected] 10 Los Alamos National Laboratory, P.O. -
Hempel and Confirmation Theory
Hempel and Confirmation Theory Jan Sprenger* June 15, 2020 Carl Gustav Hempel (1905–1997) was one of the primary exponents of logical empiricism. As a student and member of the Gesellschaft für em- pirische Philosophie in Berlin, alongside Reichenbach and Grelling, he wit- nessed the emergence of logical empiricism as a philosophical program. From the mid-1930s onwards, his contributions shaped its development, too. Hempel studied primarily in Göttingen and Berlin, but in 1929/30, he also spent a semester in Vienna studying with Carnap and partici- pated in the activities of the Vienna Circle. Both societies joined forces for organizing scientific events, and founded the journal Erkenntnis in 1930, where many seminal papers of logical empiricism were published, with Carnap and Reichenbach as editors. While the work of the Berlin philosophers is congenial to the project of the Vienna Circle, there are important differences, too. Neither Hempel nor his mentor Reichenbach identified “scientific philosophy” with the project of cleansing science of meaningless statements (e.g., Carnap 1930). Rather, Hempel extensively used a method that Carnap would apply in later works on probability and confirmation (Carnap 1950, 1952): expli- cation, that is, the replacement of a vague and imprecise pre-theoretical concept (e.g., “confirmation”) by a fruitful and precise concept (e.g., a formal confirmation criterion). Relying on the method of explication, Hempel developed adequacy conditions on a qualitative concept of con- firmation (Hempel 1943, 1945a,b), a probabilistic measure of degree of *Contact information: Center for Logic, Language and Cognition (LLC), Department of Philosophy and Education Sciences, Università degli Studi di Torino, Via Sant’Ottavio 20, 10124 Torino, Italy.