The liberal arts paradigm and the empirical science paradigm D. Gile, January 22, 2005 If my memory serves me right, the concept of “science” was never raised as an issue during my undergraduate and graduate studies in mathematics. Neither was the concept of “research methods”, which I encountered when I became a student of sociology. […]
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Institutional measures for norm enforcement D. Gile, January 5, 2005 How does the scientific community make sure that individual members of the community comply with its norms? Firstly, through training. When scientists are trained, their instructors teach them not only theory and facts collected by other scientists, but also research methods which have been designed
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Scientific norms D.Gile, December 8, 2004 Our knowledge about the world is partly experiential, i.e. obtained through direct sensory experience (what we see, what we hear, what we smell, etc.) and ulterior cognitive processing (the brain has to make sense of the sensory experience), and partly inherited, i.e. received from other people’s statements, written or spoken (what we
PhD Contract University of Helsinki (Report from the Lisbon Congress round table on supervision, September 2004. Convenor: Andrew Chesterman) This is the PhD contract used in the Department of Scandinavian Languages and Literature at the University of Helsinki, developed in collaboration by supervisors and postgraduate students there. In actual use, this document relates to another one (not included here) describing the
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Code of practice for the assurance of academic quality and standards in higher education produced by the UK Quality Assurance Agency for Higher Education. (27 Precepts) (Report from the Lisbon Congress round table on supervision, September 2004. Convenor: Andrew Chesterman) Institutional arrangements 1 Institutions will put in place effective arrangements to maintain appropriate academic standards and
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Results of surveys of research students Jenny Williams Dublin City University (Report from the Lisbon Congress round table on supervision, September 2004. Convenor: Andrew Chesterman) There have been two surveys of research students undertaken in the School of Applied Language and Intercultural Studies at DCU over the last 4 years from which 2 major issues emerge. Position of research students in
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