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drinkme | 2010 | November

Buddha Says . . .

2010.11.29
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She who experiences the unity of life sees her own Self in all beings, and all beings in her own Self, and looks on everything with an impartial eye.

—————————–

The thought manifests as the word. The word manifests as the deed. The deed develops into habit. And the habit hardens into character. So watch the thought and its ways with care. And let it spring from love, born out of concern for all beings.

————————–

Meditation brings wisdom; lack of meditation leaves ignorance. Know well what leads you forward and what hold you back, and choose the path that leads to wisdom.

———————–

The secret of health for both mind and body is not to mourn for the past, worry about the future, or anticipate troubles but to live in the present moment wisely and earnestly.

——————–

A family is a place where minds come in contact with one another. If these minds love one another the home will be as beautiful as a flower garden.


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Categories : Philosohpy  Quotes

Touch Football

2010.11.28
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Such a lovely rain today.  Warm, gentle, and steady. Riding my bike home thru the park i saw a game of touch football with seven players.  I hopped off bike and became the eighth. Slip sliding around on the glistening green grass.  Such fun!


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Categories : Glebe

people

2010.11.26
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swt finds it amazing — though not surprising — at how the manner in which one approaches/interacts/responds to other people can have such a dramatic impact on outcomes.


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Categories : Self

Epitaph

2010.11.26
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Steven Walter Tuttle wishes you good health, long life, and prosperity; ensconced throughout with friendship and love.


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Categories : Self

Dance and more . . .

2010.11.16
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First dance class tonite since arriving in Sydney. Thought I was going to ballet but got wrong info on phone so found myself instead in a class called ‘Lyrical’ which I had never heard of before.  Fun enough but not the emphasis on technique which I desire. Interesting how yoga has permeated everything even though they prolly don’t know it is yoga.  This class a guided tour – learn some steps – not really training. Sigh.  Tomorrow is (hopefully) a proper ballet class.  I shall attend.

On the bike home along Glebe Point Road I passed at least three, perhaps more, young people sitting cross legged with bowed heads and a coffee cup on the ground in front of them. At first i thought unfamiliar homeless person, but by the third  regularly spaced individual it occurred to me that I was witness to some sort of performance art with a message.  Decided not to let it pass by without an inquiry, so spun my bike around and arrived in front of a young bowed head man with coffee cup.  ‘Do you speak’ i asked.  To which he shook his head.  So i was  unable to  easily discover what was up.  I wished him good luck and left it at that.


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Categories : Glebe  Self

2010.11.09 Precap

2010.11.10
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    FIVE weeks until my 14 December doctoral assessment.  Much work to be done.

    ———————————————————

    LOGISTICS

    ———————————————————.

  1. Library Books
  2. PDQ statistics

    Author Norman, Geoffrey R
    Publisher Hamilton, Ont. : B.C. Decker, 2003 .
    Format

    Print

    City Campus 001.422 NOMA (ED.3) Available

    The Sage dictionary of social research methods

    Author Víctor Jupp
    Additional Title Dictionary of social research methods
    Publisher London ; Thousand Oaks, Calif. : SAGE Publications, c2006.
    Format

    Print

    City Campus 300.72 JUPP Available
  3. DA Committee
    • David to approach at appropriate time.
  4. UTS facilities
    • Student id for swt -> waiting for skin to heal
    • Desk for swt  ->  spot for me on Level 23 -> though Bridgett missing some paperwork from Phyllis?
    • Computer for swt -> TBD
  5. CRIN
  6. Paid Work
    • Full-time ; approached by headhunter; supposed to phone chat  upcoming week to see if worth pursing.
    • Teaching for me at UTS?  Labshare re-funded?  Other?
  7. CenSoC and Other People(to help clarify research question bits about decision making  and decision support)
    • Supposed to contact Maria next week.
    • Others as well.
  8. ———————————————————

    SUBSTANTIVE

    ———————————————————

  9. Assessment Criteria (Doctoral Assessment)
    • The candidate must satisfy the Assessment Panel on each of a range of criteria. Some of these criteria will have been used in assessing applicants for candidature. Nonetheless, they should be re-applied at the point of Assessment:
      1. an ability to select, analyse, synthesise and evaluate relevant material pertaining to the field of study;
      2. understanding of key concepts, problems, issues in relevant literature;
      3. critical acumen and capability for critical appraisal of relevant research;
      4. substantiation of the choice of research topic/questions and its significance as an original contribution to the advancement of knowledge in the field of study;
      5. justification of proposed research methods;
      6. understanding of resource implications;
      7. understanding of ethical implications;
      8. adoption of a suitable theoretical or conceptual framework for the proposed study;
      9. a capacity and feasible plan to complete the proposed research project within the prescribed time for the degree.
  10. Qualitative v. Quantitative
    • Qualitative
      • richer data obtained by qualitative investigation
      • generally  takes more time;
      • generally harder to generalize results
      • research ‘questions’
    • Quantitative
      • more amenable to statistical analysis;
      • generally faster to get data.
      • generally easier to generalize results
      • research ‘hypothesis’
    • Mixed metaphor?
      • we have phrased a research ‘question’ but intend on using a quantitative  method.
      • should we restate/reformulate as a research ‘hypothesis’ ?
  11. Triangulation?
    • research conclusions considered stronger if same results achieved by multiple methodologies.
    • Is one methodology (and results) sufficient for PhD or  are more needed?
  12. Research Question
    • For some time the question  had this formulation:
    • To make the object of research more amenable to discreet answer, the core research question has been reformulated as follows:
  13. Which characteristics of remote laboratories can be utilised to provide decision support for teacher academics considering whether to adopt remote laboratories for teaching purposes?

    What are the perceptions

    of teacher academics

    regarding the relative importance

    of various information related to remote laboratories

    with regard to the readiness to make decisions

    concerning [use of] those remote laboratories [for teaching purposes]?

  14. Deconstruction of the Research Question
    • What are the perceptions
      • Q: How do we measure perceptions?
      • A: Likert scale
    • of teacher academics
      • Q: How do we select those to participate?
      • A: ???
        • Teacher-academics (university level instructors)
        • Engineering education
        • Not sure how many needed  to be statistically significant
        • Not sure how to promise that selected cohort is a representative population’
        • Not sure if a control group is required.
    • regarding the relative importance
      • Q: What questions do we need to ask to determine relative importance?
      • A:
        • This is part of the actual design, yes?
      • Q: How many different questions do we need to ask?
        • In total?
        • Regarding each characteristic to be tested?
      • A:
        • This is part of the actual design, yes?
    • of various information related to remote laboratories
      • Q: How do we identify the information to be tested?
      • A:
        • Interviews w/ coding (talk to ‘experts’)
        • Content analysis (from the literature)
      • Q: What ‘number’ of items do we assess?
      • A:  some defensible quantity
        • Constrained by survey length; i.e. survey must not take four hours to complete
        • suggested by information clusters that emerge during or derive from characteristic gathering/coding
        • Goldilocks would know
    • with regard to the readiness to make decisions concerning [use of] those remote laboratories [for teaching purposes]?
      • Q: What is a decision?
      • A:  a final and definite choice after consideration of some proposition
        • We are considering ‘stated choice’ and not ‘revealed choice'; where ‘stated’ choice is hypothetical situation/decision and ‘revealed’ choice is real situation/decision.
      • Q : What do we mean by ‘readiness’
      • A:
      • Q : Teaching purposes?
      • A:  as opposed to remote labs for research or commercial purpose.
  15. This is not properly deconstruction as per Derrida; nonetheless . . .

  16. Methodology
    • Make some intelligent choices about which remote laboratory characteristics should be considered for use in the survey instrument.
      • There are an infinity of characteristics and some selection and exclusion must occur at the outset.
      • Characteristics from literature, of course.
      • I am thinking that some techniques from grounded theory might be utilized to develop a working set of characteristics.
        • By grounded theory techniques, I am thinking about some structured and semi-structured interviews with experts where the questions aim to elicit some alleged performance, effort, and social characteristics of remote laboratories vis a vis the teachers who employ them.
        • Coding would be performed on the data to establish properties and dimensions. (Maybe requirements engineering techniques? Maybe phenomenological techniques? Maybe case study techniques?) The point here is to develop a working set of remote laboratory characteristics which can be employed to develop an appropriate survey instrument.
    • Develop a survey instrument (in conjunction with or under review of who?)
      • Construct might contain subscales?
        • Perceptions of relative importance: to teaching itself, to technical quality; to job advancement, etc.
      • Evaluate instrument quality (though I not sure how to do this yet)
        • Reliability  (can we repeat it)
        • Validity (did we measure what we intended to measure)
    • Deploy the survey instrument.
      • Who is the cohort?
      • What is the sample size?
      • Does there need to be a control in place?
      • Online survey with postal mail invitation and email prompts.
        • Thank you note to participant.  Be polite.
    • Collect, analyse, and report on survey data.
      • Correlation analysis?
      • Factor analysis?
      • Analysis of Variation
        • e.g. Kruskal–Wallis one-way analysis of variance
    • Do I have phd yet? OR
    • The end of this part gives us (or so we intend) an empirically obtained and weighted collection of remote laboratory characteristics that are perceived by teacher-academics as being relevant to performance expectancy, effort expectancy, and social influence associated with remote laboratory adoption.
    • Then we have to find out if these things can be used to provide decision support. So we have to structure this information somehow (quality framework time).
    • Then we have to find out if it actually can be used to provide decision support. Which means we have to do some sort of experiment in which a cohort (or two or three?) makes r emote lab adoption decisions with benefit of framework and some other cohort does not have the same benefit. Then, and i think this is hard, we have to know if having the decision framework makes the decision making easier? Better? Can we just ask to self report?
    • Assuming we get a ‘yes’, the framework can provide decisions support, then we can suggest interventions to designers/providers of remote laboratories. If we get a ‘no’ then back to the drawing board? Say decision support not possible? Or just that this particular research does not suggest that decision support for adoption of remote labs can be provided by UTAUT? Do we care about UTAUT for structuring any longer?
  17. My DA reports
    • Next week let us take a look at where my report currently stands and discuss what needs to be done and where it needs to go.
    • Known issues:
      • Methodology + research design
      • Project plan + schedule
    • Table of Contents
      • Introduction
      • Purpose and aims
        • Contribution
        • Significance
      • Literature review
        • Remote Laboratories
        • Remote Laboratory Adoption
        • Decision-making
        • UTAUT?
      • Research design (or methodological approach)
        • Knowledge and the Scientific Enterprise         (i.e. epistemology)
        • Deconstruction and Analysis of the Primary Research Question
        • Limits, Restrictions, and Boundaries of This Research
        • Assumptions of This Research
        • Methodological Approach
        • Research Design
      • Thesis structure
      • Significance/expected outcomes
      • Appendices
        • Ethical Considerations
        • Research Timeline
        • Resource Requirements
      • References
  18. ———————————————————

    Progress continues . . .


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Categories : PhD

Cold wet windy morning

2010.11.05
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So I did not go sculling.  Awoke early but water already covered in ripples and the weather is cool.  So more zzzzz for swt.


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