I have no idea what to do for my dissertation

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I have no idea what to do for my dissertation

February 25, 3: As a general rule, I abstain from reading the reports of attacks upon myself, wishing not to be provoked by that to which I cannot properly offer an answer. These remarks came two days after Robert E. Lee surrendered at Appomattox Court House.

i have no idea what to do for my dissertation

Lincoln was facing abuse from the North and the South, and from within his party and without. The great ones speak truths that outlive their times. Posted by Eugene Wallingford Permalink Categories: General February 22, 2: The grumpy response to moocs: When Gutenberg invented moveable type, universities reacted in horror.

Nobody will come to lectures anymore! Why should we worry now? The calming effect of his rather long entry is mitigated by other predictions, such as: However, no question about it, the deadly boring hour and a half lecture in a hall with people by a mediocre professor teaching utterly standard material is just dead, RIP.

And universities and classes which offer nothing more to their campus students will indeed be pressed. In downplaying the potential effects of MOOCs, Cochrane seems mostly to be speaking about research schools and more prestigious liberal arts schools. Education is but one of the "goods' being sold by such schools; prestige and connections are often the primary benefits sought by students there.

I usually feel a little odd when I read comments on teaching from people who teach mostly graduate students and mostly at big R-1 schools. I'm not sure their experience of teaching is quite the same as the experience of most university professors. Consequently, I'm suspicious of the prescriptions and predictions they make for higher education, because our personal experiences affect our view of the world.

That said, Cochrane's blog spends a lot of time talking about the nuts and bolts of creating MOOCs, and his comments on fixed and marginal costs are on the mark.

He may be grumpy, but he is an economist!

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And a few of his remarks about teaching apply just as well to undergrads at a state teaching university as they do to U. One that stood out: Most of my skill as a classroom teacher comes from the fact that I know most of the wrong answers as well as the right ones.

All discussions of MOOCs ultimately include the question of revenue. Cochrane reminds us that universities The question now, though, is how schools can afford to give away knowledge as state support for public schools declines sharply and relative cost structure makes it hard for public and private schools alike to offer education at a price reasonable for their respective target audiences.

The R-1s face a future just as challenging as the rest of us; how can they afford to support researchers who spend most of their time creating knowledge, not teaching it to students? MOOCs are a weird wrench thrown into this mix.

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They seem to taketh away as much as they giveth. General February 21, 3: Many of them were able to produce a typical brute-force approach, such as: It did not look promising, though.

Divide-and-conquer doesn't let us solve the sub-problems independently. What if the closest pair straddles two partitions? This is a common theme in computing, and problem solving more generally. We try a technique only to find that it doesn't quite work. Something doesn't fit, or a feature of the domain violates a requirement of the technique.

It's tempting in such cases to give up and settle for something less.

i have no idea what to do for my dissertation

Experienced problem solvers know not to give up too quickly. Many of the great advances in computing came under conditions just like this. Consider Leonard Kleinrock and the theory of packet switching.HOME. Lancaster University. Department of Independent Studies.

A Pattern Language of Sustainability Ecological design and Permaculture. By Joanne Tippett. April, A DISSERTATION ON THE ORIGIN AND FOUNDATION OF THE INEQUALITY OF MANKIND. IT is of man that I have to speak; and the question I am investigating shows me that it is to men that I must address myself: for questions of this sort are not asked by those who are afraid to honour truth.

I shall then confidently uphold the cause of humanity before the wise men who invite me to do so, and shall not be. The idea of organizing the book as if it were a travelogue presents an innovative perspective from which the dissertation can be managed. Symbolically, the concept of embarking on a trip (with maps!) connotes a kind of pleasantry, rather than the burdensome process of wandering to an imprecise, amorphous destination―the reality for so many doctoral students.

My students and I debriefed a programming assignment in class yesterday. In the middle of class, I said, "Now for a big question: How do you know your code is correct?

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Rousseau: On the Origin of Inequality: First Part