...Understanding the Doctoral Research Process Julia Coy-Ybarra Northcentral University November 24, 2013 Understanding the Doctoral Research Process An obvious factor in understanding the doctoral research process is having chosen the right academy to pursue the doctorate. Other deciding factor are the reference resources that are easily accessible to the student—a Writing Center and a Library database. The ultimate decision is choosing the right specialization program. Once these are done, what follows are organization, commitment, and dedication to the doctoral process. Introduction Following university standards is the threshold to acquiring a doctorate. Hence, these standards are the Academic Integrity Guidelines, APA writing standards, understanding the function of the School of Education, and the online function of your Academic Advisor. An online commitment to pursue a Doctorate is a very solitary commitment. The process will fail to provide any personal face-to-face interaction between student and mentor, between student and advisor, bantering with colleagues, or befriending the Dean of the School in any way but grades. Consequently, the student must make a commitment and prepare for this singular or introverted activity. The Research Process Nevertheless, in order to fully understanding the research process of the doctoral process, one needs to select a topic that...
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...State each argument’s conclusion. The following are the conclusions for the arguments in Wk 6 – Logic Handout 1: Therefore, the slaves were freed Therefore, the slaves were freed All seniors are ugly (F) All ugly people are insightful (T) All talented people are insightful (T) For each argument, state the premises (i.e., reasons) that supposedly support each separate conclusion. Premiss 1: If the North won the Civil War, then he slaves were freed Premiss 2: The North won the Civil War Premiss 1: If the South won the Civil War, then he slaves were freed Premiss 2: The South won the Civil War Premiss 1: All seniors are talented (F) Premiss 2: All talented people are ugly (F) Premiss 1: All ugly people are seniors (F) Premiss 2: All seniors are insightful (F) Premiss 1: All ugly people are insightful (T) Premiss 2: All talented people are ugly (F) Symbolize each argument (Remember: a universal statement is a statement that makes a claim about all members of its group. The key to translating All ugly people are seniors in the exercise above, for example, is to interpret the universal statement as the conditional statement If it is a ugly person, then it is a senior [for every member of its subject class: ugly people]). If people were free, then they were a slave If people were free, then they were a slave If it is an ugly person, then it is a senior. If it is an insightful person, then they are ugly. If it is an insightful...
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...In the handout from Man is the Measure, Abel discussed nine “good reasons” or sources of knowledge. In a response of 450-500 words, evaluate any two of those sources. Of these, one should be an epistemology that you consider a strong or secure foundation for knowledge and one that you consider relatively weak. Discuss the reasons for your choice and include specific examples. Among the nine epistemologies suggested by Abel in “Man in the Measure”, I consider sense perception to be a strong epistemology. According to the Oxford Dictionary, “sense perception is to perceive by a sense (sight, smell, hearing, taste, and touch). Long before humans learned how to use language or reason, sense was the primary way to interact with the world, and was the only source for obtaining knowledge. Sense perception is considered to be a framework for many other theories. It also helps people confirm assumptions, as they are very convincing. Two men looking at the ocean might say it is light blue, which cannot be doubted. In addition, acknowledging that it is light blue, it may be deduced that the water in the ocean is clean. However, sense perception also has its weaknesses. Firstly, according to Hermann von Hemholtz, humans construct images by inferring it based on past experience. Furthermore, it means that humans convert pictures into something based on the understanding of the world. This becomes a weakness, as different people would have different perspectives. Secondly, due to...
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...What Are Logical Fallacies? Unknown AIU Online What Are Logical Fallacies? There are two different kinds of reasoning in philosophy. One uses the logical synthesis of two or more true statements, it is called deductive reasoning. The other generalizes by observing a number of specific examples, it is called inductive reasoning. (Carroll, 2000) Both deductive and inductive reasoning requires us to use sound logic to reach valid conclusions. Without the use of this logic errors can occur, which in philosophy are called logical fallacies. Mere Assertion The first logical fallacy I am going to define is mere assertion. This is an argument of opinion. There is no guarantee that what you say will be expected. But all opinions whether they are believed to be true or not must be supported by evidence. Here is an example of a mere assertion fallacy. My cats love me because they sleep on my bed. Also when I open their cat food they come running, so they must love me. Both of these statements are not supported by evidence. They are just statements of opinion that I believe to be truth. Circular Reasoning The second logical fallacy I am going to define is circular reasoning. This is an argument where your conclusion and premise are the same. It is an argument that asks you to simply accept the conclusion without real evidence. Also it can be an argument that simply ignores an important assumption. So to avoid this fallacy you cannot...
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...readers, the writer must look knowledgeable, and authoritative in a particular subject of contention. For example, a management writer could wish to teach his readers on the benefits of proper book-keeping to a business. In this regard, he could start by giving examples of businesses that have succeeded by maintaining proper business records. He could as cite relevant statistics to show that book-keeping is a good practice for every business. However, he should show respect to readers who are of a different opinion. If possible, and necessary, he should state his personal experience with this topic, for example, “As an accountant with six years of experience in bookkeeping…” Weida and Stolley (2013) recommend using Toulmin method of logic to arrange the main points of the argument in a logical manner to make it easy for the reader to follow and understand. Last but not least, the writer must ensure his work is free of...
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...paragraphs, and sections of your papers. In other words, transitions tell readers what to do with the information you present them. Whether single words, quick phrases or full sentences, they function as signs for readers that tell them how to think about, organize, and react to old and new ideas as they read through what you have written. Transitions provide the reader with directions for how to piece together your ideas into a logically coherent argument. Transitions are not just embellishments to make your paper sound or read better. They are words with particular meanings that tell the reader to think and react in a particular way to your ideas. In providing the reader with these important cues, transitions help readers understand the logic of how your ideas fit together. Signs that you might need to work on your transitions How can you tell whether you need to work on your transitions? Here are some possible clues: Your instructor has written comments like "choppy," "jumpy," "abrupt," "flow," "need signposts," or "how is this related?" on your papers. Your readers (instructors, friends, or classmates) tell you that they had trouble following your...
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...Critical Thinking: How to Read and Analyze Arguments Jim Wohlpart Spring 2007 Critical Thinking: A Definition Critical thinking is a mode of thinking where the thinker consciously analyzes an issue or problem, while at the same time assessing the thinking process. Critical thinking presupposes rigorous standards and mindfulness in their use. It depends upon effective communication and problem-solving abilities, as well as a commitment to overcome our inherent egocentricism and sociocentrism. Finally, it improves with practice. (Adapted from CriticalThinking.org) Critical Thinking: Not! I believe I have omitted mentioning that in my first voyage from Boston, being becalmed off Block Island, our people set about catching cod and hauled up a great many. Hitherto I had stuck to my resolution of not eating animal food, and on this occasion, I considered with my master Tryon the taking of every fish as a kind of unprovoked murder, since none of them had or ever could do us any injury that might justify the slaughter. All this seemed very reasonable. But I had formerly been a great lover of fish, and when this came hot out of the frying pan, it smelt admirably well. I balanced some time between principle and inclination, till I recollected that when the fish were opened I saw smaller fish taken out of their stomachs. Then thought I, if you eat one another, I don’t see why we mayn’t eat you. So I dined upon cod very heartily and continued to eat with other people, returning only now...
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...Multimedia University Faculty of Management BAC4674 INTEGRATED CASE STUDY (3 credit hours) PRE-REQUISITE: BAC3634 CORPORATE ACCOUNTING 1 BAC2624 MANAGEMENT ACCOUNTING 2 Trimester 3, 2014/2015 OBJECTIVES This is a capstone course for the Bac. Acc (Hons) programme which integrates knowledge from financial accounting, management accounting, taxation, audit, finance, management and business related technology and other social science courses. Experiential exercises are embedded in this course to support learners’ effort in independent learning. SUBJECT LEARNING OUTCOMES LO1 | Integrate and apply knowledge from the various accounting sub-disciplines and other business related disciplines within an organizational context | Cognitive | Level 3 | LO2 | Identify issues, undertake research, analyse and synthesise information to solve business problems in the unstructured business environment | Cognitive | Level 5 | LO3 | Communicate ideas, views and recommendations effectively, both verbally and in writing | Cognitive | Level 3 | LO4 | Demonstrate ethical awareness in the decision making process | Affective | Level 5 | ASSESSMENT The assessments for this course will be made up as follows: a. Case analysis (individual & group) Report/Class activity (40%) + Self-learning diary (10 marks) | 50% | b. Mid-trimester examination | 20% | c. Final examination | 30% | TOTAL | 100% | FACILITATOR Dr Mariati NorhashimRoom: FOMBR...
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...A Framework for Case Analysis Case analysis is a problem solving process. You are demonstrating in a systematic way how you have defined a key problem/issue, identified plausible, realistic alternatives (not necessarily limited by those suggested in the case), analyzed these alternatives using common criteria, and finally developed a complete set of recommendations. This process challenges your organizational and communication skills as much as your analytical and quantitative skills. Step 1. Situation Analysis. The first step in systematically analyzing an organization's marketing problems is to conduct a situation analysis. This is not part of the written case brief but it is needed before you can begin the problem solving process. Step 2. Define the Problem/Issue. Once you have conducted a thorough situation analysis, you can identify the problem(s) facing the organization. Be careful not to assume that the characters in the case are objective or accurate in identifying the problem or make a rush to judgment about the problem. Step 3. Identify plausible alternatives. What are reasonable options for solving the identified problem? While you should at least initially consider the options discussed in the case, do not assume that these are the best or even appropriate alternatives, especially if these options are not consistent with the problem. Alternatives should be plausible, not "straw men" that are just knocked aside in order to make a bee line for some obvious solution...
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...What is Competitive Debating? AN INTRODUCTORY COURSE ON COMPETITIVE DEBATING SKILLS Introduction Debating is about developing your communication skills. It is about assembling and organizing effective arguments, persuading and entertaining an audience, and using the language to convince people that your arguments outweigh your opposition's. Debating is not about personal abuses, irrational attacks or purely emotional appeals. A debate usually involves two sides talking about a topic (often called a motion). As a competition, teams of debaters attempt to show the adjudicators that they have the best debating skills. Being the best debater does not mean that the debater's opinion has to coincide with that of the adjudicators. After attending this course and the course on specific debating formats, it is expected that the trainee would be able to conduct their first competitive debate properly. Understanding Formats To ensure proper conduct of the debates in a competitive setting, competitions usually enforce what is called a format. In collegiate level competitive debating, these formats are usually based on the debates conducted in a parliament, such as Australian Parliamentary, British Parliamentary, and Asian Parliamentary. Aspects regulated by a format include: • number of teams in each debate; • number of debaters in each team; • duration of speeches • order of speeches; • roles of speakers (what is expected from each speaker); • allowance/prohibition...
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...C H A P T E R 12 Evaluate Your Argument on the Issue In this chapter you will learn how to identify and overcome errors in reasoning. This is a special step that applies only to issues because resolving issues involves finding the most reasonable belief. Two broad kinds of errors are examined—errors affecting the truth of your ideas and errors affecting the quality of your reasoning. A step-by-step approach to evaluate arguments is also included. ecause your main objective in addressing an issue is not to find the most effective action but to determine the most reasonable belief, your main task in refining an issue is to evaluate your argument to be sure that it is free of error. Two broad kinds of error must be considered. The first affects the truth of the argument’s premises or assertions. The second affects the argument’s validity— that is, the legitimacy of the reasoning by which the conclusion was reached. A sound argument is both true and valid. B ■ ERRORS AFFECTING TRUTH Errors affecting truth are found by testing the accuracy of the premises and the conclusion as individual statements. The first and most common error in this category is simple factual inaccuracy. If we have investigated the issue properly and have taken care to verify our evidence whenever possible, such errors should not be present. We will therefore limit our consideration to the more subtle and common errors: ISBN 1-256-46689-1 • • • • Either/or thinking Avoiding the issue Overgeneralizing...
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...Revision for Final Examination Risks of stating the obvious! 1 Format Date of final examination: Thursday 22 September Time: 2 pm (2 hours) This is a closed book examination. Section A Answer True / False questions. (10 marks) Section B Multiple Choice questions (10 marks) Section C Answer short structured questions (15 marks) Short essay type responses (15 marks) 2 Section D How you should prepare Define terms you have learnt in this unit and think about examples of these concepts. Review the slides and refer to the respective pages in the textbook. The summary of each chapter is also a very useful reference. Practice the exercises in the textbook and handouts / slides to reinforce your learning Practice writing essays 3 Lesson 1a & 1b Critical Thinking What is What are critical the barriers thinking? to critical Why is it thinking? important? How to develop critical thinking skills? What is an argument? How to differentiate arguments from nonarguments? 4 Lesson 1a What is Critical Thinking? Complex process of deliberation involving a range of skills and attitudes Identifying arguments Reading between the lines Drawing conclusions Evaluating Evidence Recognising techniques Presenting viewpoints Weighing arguments Reflecting on issues Critical thinking focuses on: Arguments Evaluate messages conveyed through speech, writing, performance or other...
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...RECONSTRUCTING ARGUMENTS Deductive and Inductive Here we are to learn the techniques for PART I, Making a Critique- i.e., argument reconstruction, by doing the following “steps”: 1. Read the discourse; 2. Number and Bracket arguments; 3. Write an Index of Claims; and 4. Tree-Diagram the arguments. What is critiquing? Benjamin Samuel Bloom (1913 – 1999) - the creator of Bloom’s Taxonomy (1956) following a framework for categorizing educational goals: Taxonomy of Educational Objectives; revised in 2001 by Anderson & Ktrathwohl) with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl as A Taxonomy for Teaching, Learning, and Assessment. This taxonomy consists of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after knowledge (containing subcategories) were presented as "skills and abilities," (manifested by a person’s intellectual abilities as well) with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice. As revised in 2001, these cognitive skills were rather treated more dynamically by using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy as knowledge objectives). These "action words" describe the cognitive processes by which thinkers encounter and work with knowledge. They are (from the lowest thinking skill): Categories &...
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...Term Paper General Instructions: You will be required to write and submit a term paper on the topic “liberty and a functioning democracy”. The main objective for this course activity is to evaluate your ability to integrate your knowledge from Modules 2 through 12 and, most importantly, to use this knowledge to critically examine the importance of the concepts “liberty” and “positive freedom” in liberal representative democratic governments. Specific Instructions: 1. A good term paper must be argumentative. As such, a perspective or reasoned opinion is required. Moreover, your paper must have the following parts: introduction, body, conclusion, and references. The introduction puts forth the issue and your thesis statement. A thesis statement is your “main point” or “main reason” which is basically your main position or stance on the issue – liberty and its critical importance in a healthy democracy against the backdrop of the notion of “positive freedom”. It serves as your overall argument. In other words, you must form an opinion by making positive or negative comments about the concepts and/or issue. To help you form an opinion, a general guide question is being provided: Does “big government” (one that helps ensure its peoples’ well-being by providing the means to live a life of dignity, such as education and health) opens the door for government to abuse its power, which leads to the erosion of personal and economic liberty, and, in turn, democracy...
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...most significant things that you learned about critical thinking during this course In this course? I've learned how to state one point at a time. Elaborate more on what I mean when presenting a idea. Provide examples that connect your thoughts to life experiences. Use analogies and metaphors to help people connect my ideas to a variety of things they already understand (for example, critical thinking is like an onion. There are many layers to it. Just when you think you have it basically figured out, you realize there is another layer, and then another, and another and another and on and on) •How has your critical thinking changed since starting this course? Critical Thinking to me is having the ability to apply reasoning and logic to new or unfamiliar ideas, opinions, and situations. Thinking critically involves seeing things in an open-minded way and examining an idea or concept from as many angles as possible. •Re-evaluate your stage of development in critical thinking and why you placed yourself in that stage. If your rating has changed since Week One, explain why you think this change occurred.Error in reasoning is another thing that I have found to be crucial learning point for me with this course. Being able to see what I am reading or hearing is true or not. There are many things that individuals read or even I that I have to remember to avoid any error am reasoning. My critical...
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