#dissertation vs thesis meaning

[noknowshame]

Okay but can you tell us about that 30-50 page paper, bc that sounds interesting as fuck

oh for sure!

so for context, I am in a phd program studying entertainment media psychology. specifically I study how people perceive and form attitudes towards characters. the paper is for my candidacy exams, which is basically a test that says I am ready to start my dissertation/thesis. there's actually going to be three 30-50 page papers, and I'll spend the entire semester this fall writing them. I'm not allowed to know the exact essay prompts yet, but I at least know what the topics are going to be generally because I decide that

the first paper is going to be on differences in perceptions of fiction versus reality; for instance, do we morally judge fictional characters on the same grounds as real media figures or even people we personally know? the literature on this is just a complete contradictory mess. basically, some argue that our brains are not actually good enough at distinguishing reality from fiction for there to be measurable differences in judgement, while others argue that awareness of fictionality actively allows us to displace our usual sociomoral concerns. my argument is essentially that both are right, and the problem is that researchers are conflating real vs. fictional with entertainment vs. non-entertainment contexts, and the latter is primarily what affects processing differences, because humans are great at judgment in context regardless of whether the fourth wall is the defining boundary (think of what you can do in a boxing ring that you can't do five feet away in the stands). and this isn't even beginning to cover what "real" even means in the first place

it's way more complicated than that (hence 30-50 pages), but that's the gist.

(see below for more on my second and third papers)

I'm hoping my second paper is going to be on the way that entertainment contexts affect the basis on which we form judgements. while you probably hope the people you interact with in real life are morally trustworthy to an extent, it is much more damning for a character to be uninteresting, irritating, or poorly written than it is for them to be immoral. at least in my view. the problem is that for literal decades, every time we've done a study on character judgement (and this includes my own research), we strongly and consistently find that morality is mostly what people base liking or disliking a character on. I tend to think that this is an -us- problem, so my second paper will grapple with that. if we can see with our eyeballs that viewers including ourselves love immoral characters, why can't we get them to tell us that in a research setting? what's wrong with our methods that's creating this gap between real-world observation and experimental findings? I think its character liking that we are measuring incorrectly, but don't even get me started on that

my third question will likely be on how viewer "expertise" affects judgement processes. for example, I have this suspicion that one reason why tumblr users (including myself) think its stupid for people to judge characters like they're real is because we're all really obsessed with narratives in some way and tend to process them from a more external/analytical standpoint than the average viewer. in light of that, I'm interested more broadly in the extent to which different forms of perceived high-level knowledge (e.g., at the scale of text, medium, genre, topic, etc.) change what we pay attention to and therefore how we form attitudes towards characters. this paper is the one I'm most nervous about because its actually like ten different questions in a trenchcoat and I don't know which one my committee will actually want me to talk about

as you may expect, my biggest concern is staying concise and focused. I have way too much to say about all of this, even for a 50 page paper

[ao3-top-batfam-ships-bracket]

Hi, prev anon venting about the Timkon vs Batjokes poll here: would actually find it very interesting to read some analysis on the rising anti mentality, actually. I've been in fandom for a long time, so I do remember when it wasn't like this, and for a while I was like "it's fine, just block and move on, don't engage, it's fine". But IS it fine?? Fans of more complex and not easily digestible ships... we block and ignore and create our own little niches, but at this point I've seen too many cases of shippers saying they're AFRAID of publically liking something darker just because they might get harassed. This shit is getting genuinely harrowing to real alive people, to the point where some poor fans actually buy the bullshit of "you're a bad person if you like That Bad Ship" as if thought crimes exist and we're in the damn 18th century. It's definitely worth studying this phenomenon in fandom because then maybe we can figure out how to fix this? Fandom is supposed to be fun... Lol, really long way of saying that those texts would be cool to see, thank you guys!

Sure!

Here's a huge library of sources about media literacy, lgbtq+ issues, fandom and fan culture. We definitely recommend checking it out!

Under the cut is the list of articles focused specifically on the phenomenon of antishipping. Please keep in mind that some of these articles are master's theses or doctoral dissertations and that we didn't fully read all of them. This is just a general list of what we've found.

Aburime, S. (2021). The cult structure of the American anti. Transformative Works and Cultures, 36.

Aburime, S. (2022). Hate narratives, conditioned language and networked harassment: A new breed of anti-shipper and anti-fan–antis. Journal of Fandom Studies, 10(2-3), 135-155.

Bradburn, M. (2023). Fans Like Us: Anti-Shipping, Othering, and the Reauthoring of Fandom (Master's thesis, The University of North Carolina at Charlotte).

Drouin, R. A. (2021). 'Fans are Going to See it Any Way They Want': The Rhetorics of the Voltron: Legendary Defender Fandom. Bowling Green State University.

Larsen, V. (2021). It makes me, a minor, uncomfortable. Media and Morality in Anti-Shippers’ Policing of Online Fandom.

Salsabila, J. A., & Sulhin, I. (2024). Social Media And Moral Panic: Examining The Case Of Antis Fandom On Social Media X. Eduvest-Journal of Universal Studies, 4(5), 4138-4150.

Stone, A. A. (2023). The Antagonistic Anatomy of Anti-shippers: A Thematic Analysis. City University of New York John Jay College of Criminal Justice.

Urbańczyk, A. (2022). Finding a Dead Dove in the Refrigerator. The Anti-Shippers’ Call for Exclusion of Sensitive Content as a Means of Establishing Position in the Field of Fan Production. Przegląd Kulturoznawczy, 53(3), 404-420.

(Also, adding this screenshot of the table of contents from Larsen's article because it's very funny.)

[focusfixated]

Fic authors self rec! When you get this, reply with your favorite five fics that you've written, then pass on to at least five other writers. Spread the self-love ❤

thank you for this! i think my favourite fics i've written are the ones that are basically like. my thesis statement. if you ask me about these characters, i will slide you one of these fics and say: here's my dissertation on the subject. everything you need to know about how i feel is in there.

can't get a life (if my heart's not in it)

libertines rpf | peter/carl | M | 20.9k

When Peter came to London, Carl was waiting for him under the hanging clock in the middle of Waterloo station. It had been romantic, in the way that Peter saw all their meetings as a little romantic – a song in the making, all Terry meets Julie and a sunset over the river. Or: the early days of Peter & Carl's love affair with London - and each other.

note: i wrote this one during my first year moving to london. inhabiting this story with these people and their music helped me settle there. this was also my way of taking every insanely romantic and toxic thing peter and carl did or felt about each other in those early years and weaving it into one point of reference.

on the wings of a nightingale

good omens | aziraphale/crowley | E | 11.1k

Aziraphale liked his body. He liked the shape of it, the way it moved and touched the world, a type of sensory feedback that made him understand the shape and extent of his corporation. Like he wasn’t just an ephemeral vessel. Like he was flesh. Or: Aziraphale gets a tattoo. Crowley is an accessory to this crime against good sense. Everyone’s kinks are very poorly disguised.

note: i think this is the one where i really got to grips with my authorial obsession with bodies, embodiment, sensation as existence. it's probably one of the most personal things i've written, too, in terms of its dissection of touch, and espousing thoughts on faith as tangible feeling vs abstract thought. this is the aziraphale that exists in everything else i've written in this fandom.

i hope i find my home

it chapter 2 | richie/eddie | E | 53k

The peak of summer is long gone, if it ever came, but the funk of stagnant air still hangs low over the suburban streets. Richie Tozier – sallow-skinned and puffy-eyed, wearing a too-small denim jacket that smells of sweat and mildew – hasn’t slept in several days, and he's trying to remember how he got here in the first place. Or: Coming back to Derry, Richie hadn't expected to live. Eddie hadn’t expected to die. In the aftermath of Neibolt, they’re both confronted by another shot at life.

note: possibly actually my favourite thing i've ever written out of all of these. features this ongoing obsession with bodies, though this is from a more confrontational perspective than the good omens one - there's an element of body horror, a sense of fear and discomfort about the body, and grapples with embodied repression. took me two years to write this one. it was a labour of love and hard work, and a proof of my commitment to getting this story about survival and recovery told.

le temps qu'il faut

disco elysium | harry/kim | T | 5k

Snow blows in from the east. It falls on Martinaise, thickening the frigid air like cornstarch, thick enough to chew on. Lieutenant Kim Kitsuragi stands – quiet, watchful, an oddity placed at the centre of a racket – collar turned up against the weather. Or: winter is tough and so is Kim, but a lot can change in ten days.

note: a story where i feel like i got the closest to capturing the mood of the original media. it was such a fucking pleasure to write something that was almost pure atmosphere. felt right that the poetry came out of this cold and battered landscape, and really solidified my interest in capturing environments. (who needs plot when there are buildings and lakes covered in snow).

when we fight about love

our flag means death | multi | E | 41.2k

Bonnet took a dainty sip of rum, then put the mug down with a fussy finality. “Look, I’m not interested in deals and riches and who gets what from who. I want to find Ed, that’s it. You’ll come with us, and you’ll guide us to the Revenge, and when we’re done, you can have my other ship to do with what you like. Sell it, sail away, set it on fire, I don’t care. Do we have an accord?” Bonnet held out a hand. His nails were ragged, and there were blisters on his fingers. Somehow, he still smelled of lavender. With all the recalcitrance of reaching towards an open flame, Izzy shook it. (Or: after brokering an uneasy peace, Izzy Hands, Stede Bonnet and the rest of the Revenge’s depleted crew are thrown together for a mission: find Edward, snap him out of his terrible madness, and then – and then.)

note: this is the one. the story that sums it all up. "how do you feel about izzy? what do you think was going on with him? how would a coherent version of him, flaws and all, realistically interact with the people most important to him during this time?" well: like this. focuses on repression, again, a key theme for me. though the repression here is not just physical, but mental, too. this was an exercise in finding a way to present a dislikeable, misguided, unreliable narrator as a point of view character and still finding meaning and empathy in his perspective. one of the most satisfying things i've ever written.

[weaselbeaselpants]

One of my pointless, made-for-just-myself fandom dissertations is gonna be about "endgame" philosophy and how fans assume creator's are swayed into bad decisions and writing by their fans. To give you a brief preshow of that, my thesis basically amounts to

"ya'll have fan brain; Lily Orchard has legit poisoned the well of media analysis with her bad understanding of production issues"

So many of you cartoon fans, criticals ect need to unlearn the term "creator's pet" as a term for important character in the narrative that you don't like and who's development isn't written well.

You owe it to yourself to STOP looking at ships that were always gonna be a thing and try and steer the conversation into "the show sucked cuz you all cared more about shipping; creators though x-couple was ungame and now it's ruined!!!"

Starco was inevitable since season 2 of SVTFOE made it clear they were going there. No, I don't like that choice either, but that's the choice the writer's had. Fucking cope. That's what fanfiction's for.

"The creator's didn't think of this twist until fan's started theory-ing about it-" NOPE. Fans just guessed the possible twist and different creators found different ways of hiding, denying or changing how their stories were gonna go because of that.

There is real criticism, hang ups, controversy and anger to be had over bad writing and decisions made in shows. You all have to stop complaining when creators do something you don't like vs something they shouldn't have done. I mean it when I say that, for all possible circumstances where creators' did take advantage of fan hype/ideas and then ruined their shows because of it (Supernatural, Game of Thrones, Star Wars) there are hundreds of examples of series just being bad* on their own and I really wish people would stop throwing around those "endgame", "creator pet" and "fan service" around so willy nilly.

And then I remember VivziePop....

[spiritedstars]

sorry for this dissertation, but i have some Thoughts and as a swiftie and an elucien, you are my target audience bestie

i was listening to ‘gold rush’ and it suddenly hit me that lucien vanserra may as well have written the song himself. i just *takes deep breath* right from the beginning, where it says, i almost jump in, but i don’t like a gold rush bc the temptation is always there, the instincts. but like, as we know, the whole thing with the gold rush was that many people never found gold. it’s the pull of the bond vs. the woman at the other end of it, who has shown no interest in him. plus it reminds me of lucien asking feyre if elain is worth fighting for in acowar. he’s just so so cautious with his heart now 💔

i don’t like that anyone would die to feel your touch / everybody wants you i mean…… 👀 but we don’t have to talk about that rn. also? doesn’t eris ?? say somethin about “my brother’s pretty mate” ???? or do i just read too much fanfic oop either way, they really out here putting elain in an ugly dress so she wouldn’t accidentally catch eris’s eye in the court of nightmares. everybody wants a slice of that elain archeron pie !!

what must it be like to grow up that beautiful? i mean there’s the obvious, as we just discussed. but also, he really would have to wonder what it was like growing up that beautiful, in the sense that she has faced all this adversity and managed to stay kind and soft. he’d have to wonder what it was like to grow up universally loved. 😭😭

at dinner parties, i call you out on your contrarian shit ok so elain’s not exactly a contrarian if anything, lucien is lol BUT i wanna talk about this lyric in relation to the theory that elain gives people the her she thinks they want. and that lucien at the very least, is able to perceive that. he probably has all kinds of fantasies of ruining another awkward dinner by calling her on it. and to take things further, the coastal town we wandered ‘round had never seen a love as pure as it . walking through far-flung streets with her accompanying him on his travels.

BUT, considering the way things are lookin rn, especially from his perspective…. i can’t dare to dream about you anymore

ugh ugh ugh my heart !! and then the twist??? now saying i won’t call you out on your shit at dinner parties, because he’d never actually do that to her at least not AT dinner hehe so they’ll just eat in strained silence forever, probably. and then there’s the coastal town we never found will never see a love as pure as it because it all feels so hopeless !!! like it’s never gonna happen!! it’s a gold rush ):

As someone who has a whole Elucien (Taylor's Version) playlist with this song on there, I am LOVING this!!! I viewed the song from Elain's POV as she watches Lucien dazzle every crowd he’s in, feeling both proud that he’s her mate (while still nervous and apprehensive around him) but can’t help being slightly annoyed at how many people seem to want his attention. I love how your breakdown and mine are essentially how the two of them would view each other at the same time HKJGUYJG. GREAT MINDS THINK ALIKE 'NONNIE!!!

I made a whole-ass playlist (read: thesis statement) maybe three years ago? I gotta find it and make updates to add Taylor's newer songs on there omg.

[mademoiselle-red]

Reading the Renault fandom dissertation, part 3

An academic decided to write about us, online fans of Mary Renault’s works, for her phd dissertation in 2018, and as the subject of her research, I will be covering & commenting on what she wrote over a series of posts ✍️📑

(Here is part 1, part 2, part 4, part 5, and part 6)

And now, for part 3 we jump to the Renault chapter:

“Chapter 2: From Greek Love to Boys’ Love: Mary Renault’s Romanticization of Pederasty”

Personally, I don’t read Renault’s works as romanticizing the institution of pederasty. They instead set up the ideal of “Greek love” in order to explore its problematic place and inadequacies within both its culture of origin (The Last of the Wine) and within early twentieth century gay culture (The Charioteer).

“Despite her contemporary fame, however, she is rarely mentioned today in either mainstream media or academic circles. Only in the form of a niche online fandom do Renault’s works continue to generate enthusiasm and contemporary relevance: male homoerotic fan art by women.”

I’m really surprised to see that she chose fan art as the primary form of fan media through which she uses to analyze the Renault fandom. I know it is more convenient to compare fan art to BL manga since both are visual mediums, but it doesn’t make sense for the Renault online fandom. I’d say the online TC community is 90% fanfic & meta and only 10% fan art. Even the Alexander Trilogy and LotW fanworks are mostly fic and meta. So focusing on art doesn’t make sense when you are trying to study the online fan reception of Renault’s works. This oversight in Chou’s methodology leads to some interesting results later…

“The second part of this chapter brings in the latest online fandom devoted to Renault, which focuses on Renault’s representation of male homoeroticism. These fan artworks and discussions based on Renault’s novels are located squarely within the BL sensibilities that I discussed in the previous chapter. By examining the unexpected affinities between the mid-twentieth century lesbian author and her millennial online fandom, I contend that the apparent contradictions between Renault and her works is best understood through the BL logic—which is the logic of fantasy.”

This is her central thesis about Renault and us, the fandom. A preview of what these “unexpected affinities” will be:

“More specifically, I argue that what critics have found problematic about Renault—her idealization of male homosexuality, her misogyny, and her indifference to identity politics—make sense for BL aesthetics.”

I will discuss Chou’s argument that Renault’s works appeal to her online fan community because they are indifferent to identity politics and modern reality in my next post (part 4), but first, the author explains her definition of “queerness,” which is crucial to understanding her distinction between BL/slash sensibilities vs queer sensibilities.

“Although Renault’s novels since The Charioteer almost exclusively focus on homosexual characters and relationships, and the word “queer” is in fact scattered all over The Charioteer referring to gay men in the postwar era, her books have never been considered “queer” in the post-gay, academic sense.”

This is a baffling sentence. And this definition of “queer” really narrows her analysis of queer fannish activity in my opinion, and prevents her from recognizing Renault’s online fandom as a form of queer culture and queer community. Also, I didn’t realize there is a “post-gay” academic culture. What does “post-gay” even mean? She goes on to explain:

“Queerness is understood as a mode of critique rather than about a specific sexuality, which is where queer theory divulges from lesbian and gay studies: whereas lesbian and gay studies tackles homosexuality as an object of study, queer theory defines itself as a philosophical and political strategy of critique rather than a study of particular objects. With representation no longer the measurement of political efficacy in textual analysis, writing about “queers” and being politically queer are two different, although not incompatible ideas.”

So queerness in Chou’s understanding for the purposes of this dissertation does not refer to a group of people who can be studied. I’d say it’s fine if you want queerness to be a mode of critique of normative structures in fiction & philosophy, but how useful is this definition when you are studying a fan community, a living breathing organism comprised of real people?

“The silence around Renault in academia today is a result of the awkward combination of who the author is, what she writes about, and how she proclaims an apolitical orientation. Queer criticism is used to heteronormative subjects being silent about politics and the mainstream’s lack of action is easily understood as complacency and sometimes homophobia. But queer criticism is not geared towards handling a non- normative subject with a voice that does not articulate political aspirations.”

Queer people can, you know, just exist, and write about other queer people, and have bad politics.

“In what follows, I propose that reading Renault from a different perspective—the BL perspective—not only dissolves her hopeless contradictions but is also more productive in understanding how her works can still be (if not more) relevant today.”

Buckle up, friends, she’s gonna analyze the TC fandom (us!!!) next 👀👀👀

More in part 4

[krupa192]

The CFA Program: More Than Just a Postgraduate Degree

The Chartered Financial Analyst (CFA) designation is a highly esteemed credential in the world of finance, particularly for those in investment management and related fields. However, many prospective candidates often wonder: Is the CFA equivalent to a postgraduate degree? In this article, we’ll explore what the CFA program entails, how it compares to traditional postgraduate degrees, and why the CFA is such a valuable asset in the finance industry. We’ll also look at how institutions like the Boston Institute of Analytics offer specialized CFA preparation programs to help candidates achieve this prestigious qualification.

What Exactly is the CFA?

The CFA designation is awarded by the CFA Institute, an organization dedicated to advancing the investment profession. It’s a professional certification that focuses on investment management, portfolio management, and financial analysis. The CFA program is designed to test candidates' knowledge and skills in areas like:

Ethics and Professional Standards

Quantitative Methods

Economics

Financial Reporting and Analysis

Corporate Finance

Equity Investments

Fixed Income

Derivatives

Alternative Investments

Portfolio Management

The CFA program is divided into three levels, each more challenging than the last. Candidates must pass all three levels to earn the CFA charter, and this process can take several years to complete, depending on how quickly candidates progress through the exams.

How Does CFA Differ from a Postgraduate Degree?

While the CFA is a prestigious qualification, it’s important to note that it’s not a postgraduate degree in the traditional sense. Let’s break down the key differences between the CFA program and postgraduate degrees like an MBA or a Master’s in Finance.

1. Focus: Professional vs. Academic

Postgraduate Degree: Traditional postgraduate degrees, such as an MBA or Master’s in Finance, are typically academic programs offered by universities. These degrees provide a broad education in business, management, and finance, with both theoretical and practical components. The curriculum often includes leadership training, strategy, marketing, and other business-related subjects.

CFA Program: The CFA is more specialized and is intended for professionals already working in finance or those aiming to enter the investment management field. The CFA program focuses on practical knowledge and ethical standards relevant to financial analysis, portfolio management, and investment strategies.

2. Entry Requirements

Postgraduate Degree: To pursue a postgraduate degree, candidates typically need a bachelor’s degree. Some programs may also require work experience or entrance exams.

CFA Program: You can start the CFA program with just a bachelor’s degree or while you’re in the final year of your undergraduate studies. The CFA Institute also requires candidates to have at least four years of professional work experience in finance or investment-related roles before they can earn the CFA charter.

3. Curriculum and Structure

Postgraduate Degree: Postgraduate degrees usually cover a wide range of topics. For instance, an MBA might delve into leadership, operations, marketing, and business strategy, along with finance. The structure of these programs often includes lectures, assignments, and a final thesis or dissertation.

CFA Program: The CFA program is highly focused and consists of three levels, each covering specific areas of investment management. The exams are rigorous, and candidates must dedicate a significant amount of time to self-study and preparation. The CFA curriculum is designed to be practical and directly applicable to real-world finance and investment challenges.

4. Duration

Postgraduate Degree: A traditional postgraduate degree typically takes one to two years to complete, depending on whether the student is attending full-time or part-time.

CFA Program: The CFA program is self-paced, meaning it can take anywhere from 2 to 4 years to complete. Candidates usually take one exam per year, but the time it takes to finish depends on how quickly they progress through the levels.

5. Cost

Postgraduate Degree: Postgraduate programs can be quite expensive, with tuition fees often ranging from a few thousand to tens of thousands of dollars. Additional costs for textbooks, research, and living expenses can add up.

CFA Program: While the CFA program is generally more affordable than a postgraduate degree, it still involves costs. The fees for each level of the CFA exam, study materials, and other associated costs can amount to several thousand dollars, though it is still more budget-friendly than many postgraduate programs.

6. Career Opportunities and Recognition

Postgraduate Degree: A postgraduate degree, especially an MBA from a renowned university, is highly regarded across various industries. It opens doors to leadership roles in management, consulting, and entrepreneurship.

CFA Program: The CFA designation is particularly valued in the investment and finance sectors. It is considered a mark of expertise in investment management and is often a prerequisite for roles such as portfolio managers, research analysts, and financial advisors. It’s a globally recognized credential that signals competence and ethical responsibility in finance.

So, Is the CFA Like a Postgraduate Degree?

While the CFA isn’t technically a postgraduate degree, it is often viewed as equally prestigious in the finance industry. Many finance professionals regard the CFA as a more specialized and industry-relevant credential than traditional postgraduate degrees, particularly for those pursuing careers in investment management and financial analysis.

How Institutions Like Boston Institute of Analytics Help with CFA Preparation

For those looking to earn the CFA designation, specialized study programs can make all the difference. Institutions like the Boston Institute of Analytics (BIA) provide comprehensive CFA preparation courses that equip candidates with the knowledge and tools needed to succeed in the exams.

Boston Institute of Analytics’ CFA Programs

BIA offers a range of study options designed to help candidates prepare for the CFA exams. Whether you’re just starting or have some background in finance, BIA’s CFA study programs are tailored to meet your needs. Some of the standout features of BIA’s programs include:

Expert-Led Instruction: BIA’s instructors are experienced CFA charterholders and finance professionals. They provide valuable insights into the CFA curriculum, helping students understand complex concepts and stay on track.

Comprehensive Study Materials: BIA provides a wealth of study materials, including practice exams, mock tests, and in-depth notes. These resources are designed to ensure students are well-prepared for each level of the CFA exam.

Flexible Learning Options: Whether you prefer in-person classes or online learning, BIA offers flexible options to fit your schedule and learning style. This flexibility is especially helpful for working professionals.

Collaborative Environment: BIA fosters a supportive learning environment where students can collaborate, share knowledge, and help each other succeed. Peer groups and study sessions are encouraged to enhance the learning experience.

High Success Rate: Many BIA students pass the CFA exams on their first attempt, thanks to the quality of the instruction and resources provided.

Final Thoughts

While the CFA program isn’t classified as a postgraduate degree, it is a highly respected and valuable credential in the finance industry. It provides specialized, practical knowledge in investment management and finance, and it is widely recognized by employers in the finance sector. For those looking to advance their careers in finance, the CFA designation is an excellent choice.

Institutions like the Boston Institute of Analytics play a crucial role in preparing candidates for the CFA exams. By offering expert instruction, comprehensive study materials, and flexible learning options, BIA ensures that candidates are well-equipped to succeed in this challenging and rewarding program. Whether you’re looking to break into the finance industry or take your career to the next level, the CFA can be a powerful tool for professional advancement.

[dissertationwritinghelpforstds]

How to choose a research methodology & justify it in your thesis or dissertation?

Choosing an appropriate methodology for research is a complex and critical task that requires careful consideration of various philosophical underpinnings. This choice is particularly significant in practitioner research within higher education, where the researcher’s positionality, beliefs, and values play a central role in shaping the research design and outcomes. Elizabeth Jackson’s work, “Choosing a Methodology: Philosophical Underpinning,” offers an in-depth exploration of the conceptual framework that guides researchers in making informed methodological choices, thereby enhancing the rigor and credibility of their research.

The Importance of Philosophical Underpinnings in Research

Philosophical underpinnings in research refer to the foundational beliefs and assumptions that guide the research process. These include ontological and epistemological perspectives, which inform the researcher’s understanding of reality and knowledge, respectively. By explicitly considering these philosophical dimensions, researchers can develop a coherent and well-justified research design that aligns with their research questions and objectives.

Philosophical underpinnings are crucial for several reasons:

Shaping Research Design: The philosophical stance of the researcher influences the entire research process, from the formulation of research questions to the selection of methods and interpretation of results. A well-defined philosophical framework ensures that the research design is coherent and aligned with the researcher’s beliefs and assumptions.

2. Enhancing Credibility: By making the philosophical foundations of their research explicit, researchers can strengthen the credibility of their work. This transparency allows others to understand the rationale behind methodological choices and assess the validity of the research outcomes.

3. Guiding Methodological Choices: The choice of methodology is closely linked to the researcher’s ontological and epistemological positions. Understanding these philosophical perspectives helps researchers select the most appropriate methodology for their research, ensuring that the methods used are consistent with their view of reality and knowledge.

Ontology and Its Role in Research Methodology

Ontology is the philosophical study of the nature of reality. In the context of educational research, ontology explores the nature of educational reality and the different ways it can be perceived. The ontological position of the researcher significantly influences the choice of methodology, as it determines whether the research will adopt an objective, measurable approach or a subjective, interpretative one.

Objective Reality vs. Constructed Reality:

Researchers who believe in an objective reality view the world as existing independently of human perception. This perspective often leads to a quantitative research approach, where the focus is on measuring and quantifying observable phenomena.

In contrast, researchers who view reality as socially or individually constructed are more likely to adopt a qualitative approach. This perspective emphasizes the subjective nature of knowledge and seeks to understand the meanings and interpretations that individuals attach to their experiences.

2. Influence on Methodological Choices:

The ontological stance of the researcher affects the choice of methods for data collection and analysis. For example, a researcher with an objective ontological perspective might choose experiments, surveys, or statistical analysis as their methods. In contrast, a researcher with a subjective perspective might opt for interviews, focus groups, or narrative analysis to explore participants’ experiences and interpretations.

a. Ensuring Methodological Fit:

To enhance the credibility of the research, it is essential for the researcher to ensure that the chosen methodology aligns with their ontological perspective. This involves articulating the ontological framework and providing a rationale for the selected methodology, which validates the research process and outcomes.

Epistemology and Its Impact on Research Methodology

Epistemology is the branch of philosophy that deals with the nature and scope of knowledge. It addresses questions such as how we know what we know, what constitutes valid knowledge, and how knowledge is acquired. In research, epistemology guides the selection of methods and the interpretation of findings by shaping the researcher’s understanding of knowledge.

a. Positivism vs. Interpretivism:

Positivism: Positivist researchers believe that knowledge is objective, measurable, and can be discovered through empirical observation and experimentation. This epistemological stance is associated with quantitative research methods, which seek to identify generalizable patterns and causal relationships.

Interpretivism: Interpretivist researchers, on the other hand, view knowledge as subjective and constructed through social interactions and individual experiences. This perspective aligns with qualitative research methods, which focus on understanding the meanings and interpretations that individuals ascribe to their experiences.

b. Relationality and Positionality in Epistemology:

Relationality refers to the relationship between the researcher and the research subjects, while positionality pertains to the researcher’s own social and cultural position. Both concepts are integral to the epistemological foundation of research, as they influence the researcher’s perspective and the interpretation of data.

For example, a researcher studying perceptions of mathematics among student primary teachers might approach the research from a constructivist epistemology, recognizing that these perceptions are shaped by individual experiences and social contexts. This epistemological stance would lead the researcher to use qualitative methods, such as interviews or focus groups, to explore the participants’ subjective experiences.

b. Epistemological Reflexivity:

Epistemological reflexivity involves the researcher reflecting on their own epistemological stance and how it influences the research process. By being reflexive, researchers can critically examine their assumptions and biases, ensuring that their research is grounded in a coherent epistemological framework.

Methodological Decision-Making in Practitioner Research

Methodological decision-making in practitioner research involves a complex interplay of philosophical, theoretical, and practical considerations. The researcher’s positionality, including their beliefs, values, and experiences, plays a crucial role in shaping these decisions.

Positionality and Research Focus:

The researcher’s positionality influences the focus of the research, including the selection of research questions and the identification of key issues. For example, a university lecturer concerned about students’ negative attitudes towards mathematics might choose to investigate the impact of these attitudes on their learning and teaching practices. This research focus is shaped by the researcher’s personal and professional experiences, as well as their underlying beliefs about education and learning.

2. Aligning Methodology with Research Questions:

Once the research questions are established, the researcher must choose a methodology that aligns with these questions and the underlying philosophical assumptions. This involves considering the ontological and epistemological perspectives that are most appropriate for the research context and ensuring that the chosen methodology can effectively address the research questions.

Example of Methodological Alignment:

In Jackson’s example, the researcher aimed to determine student primary teachers’ perceptions of mathematics, recognizing that these perceptions are intangible and often unconsciously held. A qualitative approach was chosen, as it allowed for an interpretative analysis of participants’ descriptions of their mathematical experiences. This methodological choice was consistent with the researcher’s ontological perspective, which viewed perceptions as constructed and subjective, and the epistemological stance, which emphasized the importance of understanding participants’ lived experiences.

The Role of Theoretical Frameworks in Research

A theoretical framework provides the foundation for the substantive aspect of the research. It is developed through a review of relevant literature, which informs the researcher of existing theories, identifies gaps in the research, and provides background information to support the research argument.

Building a Theoretical Framework:

The development of a theoretical framework involves synthesizing existing theories and research findings to create a coherent argument that supports the research questions and objectives. This framework guides the research process, helping to ensure that the study is grounded in a solid theoretical foundation.

2. Informing Methodological Choices:

Theoretical frameworks also inform methodological choices by highlighting the strengths and limitations of different research approaches. By understanding the theoretical basis of various methodologies, researchers can make informed decisions about the most appropriate methods for their study.

Example of Theoretical Framework Development:

In the example provided by Jackson, the researcher reviewed literature on mathematics education and student perceptions, which informed the development of a theoretical framework for the study. This framework emphasized the importance of understanding students’ perceptions and the impact of these perceptions on their learning and teaching practices. The chosen qualitative methodology was consistent with this theoretical framework, as it allowed for an in-depth exploration of participants’ experiences and perceptions.

Conclusion

In conclusion, choosing a methodology in practitioner research within higher education requires careful consideration of the philosophical underpinnings that guide the research process. Ontological and epistemological perspectives play a critical role in shaping methodological decisions, ensuring that the chosen approach is consistent with the researcher’s beliefs and assumptions. By making these philosophical foundations explicit, researchers can enhance the credibility and rigor of their work, contributing to the development of meaningful and impactful research outcomes. Jackson’s work provides a valuable framework for understanding the importance of philosophical underpinnings in research and offers practical guidance for researchers seeking to navigate the complex process of methodological decision-making.

I welcome the opportunity to connect with you and discuss how I can assist you in realizing your academic aspirations. Whether you seek guidance in crafting a compelling research proposal, require comprehensive editing to refine your dissertation, or need support in conducting a thorough literature review, I am here to facilitate your journey towards academic success.

Feel free to reach out to me at helpmyassignment51@gmail.com to commence a collaborative endeavor towards scholarly excellence.

[thesisproposal1]

Thesis Vs Dissertation- A Comparative Study For Aspiring Students

This is a short preview of the article: It is always common for students in graduate schools to get confused with the terminologies like dissertation and thesis. The primary purpose of this article is to remove the doubts of such students who are in dilemma in understanding thesis vs dissertation programs offered by the departments or

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Thesis Vs Dissertation- A Comparative Study For Aspiring Students is available at the following link: https://thesis-proposal.com/thesis-vs-dissertation-a-comparative-study-for-aspiring-students/ You will find more information, stories, examples, data, opinions as part of a collection of articles that will help you in writing your thesis, your proposal or your scientific research.

The title of the full article is: Thesis Vs Dissertation- A Comparative Study For Aspiring Students

It belong to the following categories: Tips

The most relevant keywords are: dissertation vs proposal, dissertation vs research paper, dissertation vs thesis, dissertation vs thesis meaning

It has been published by Thesis-Proposal-Admin at Thesis Proposal a blog about thesis, proposal, research and all you need for delivering your academic work with efficiency and quality

It is always common for students in graduate schools to get confused with the terminologies like dissertation and thesis. The primary purpose of this article is to remove the doubts of such students who are in dilemma in understanding thesis vs dissertation programs offered by the departments or

Thesis proposal, hope that you will find it interesting and that it will help you in your journey

It is always common for students in graduate schools to get confused with the terminologies like dissertation and thesis. The primary purpose of this article is to remove the doubts of such students who are in dilemma in understanding thesis vs dissertation programs offered by the departments or universities. We have attempted to break down […]

[eatpancakesfightdragons]

also I know they mean well or whatever but the way people have condescended to me about doing a thesis instead of a dissertation…some of us were not privileged to get in doctoral track immediately and be supported to do so…it’s hard to articulate but it’s like they cast a spell that makes me turn red and start attacking. Like just don’t talk to me and leave me alone about my shitty ducking piece of trash thesis…it’s like UG honors vs Not all over again, cycles keep cycling 😮‍💨✋

[farahhh]

Lecture 5

27/10/2021

Paraphrasing

What are paraphrasing & summarising, and why do we do it?

Paraphrasing vs. quoting

How to paraphrase & summarise

1.     Paraphrasing & Summarising

Need to support points & ideas with information from other sources to add credibility and authority to writing

Paraphrasing: change words & phrases of original source but retain its meaning

Summarising main idea & finding of text in your own words – presents general overview and is usually shorter than how it is communicated in the original source

*A MAXIMUM OF 10% OF WORD COUNT CAN BE DIRECT QUOTES

Ideally 90% should be paraphrasing

2.     Paraphrasing vs. Quoting: When to use each technique

Directly Quote when:

language is especially emotive or historically significant

When you want to present a position or opinion that you want to critique or comment

Paraphrase when:

Conveying idea from source

Summarise when:

Only the main ideas communicated or revealed in a source is relevant to dissertation

Not about the details

3.     Paraphrasing & summarising: How to do it

To effectively paraphrase – you need to understand the passage as a whole

Get out of the habit of writing down specific words or phrases

Try to imagine ‘your own words’ – how you would communicate the information from the source to someone who’s unfamiliar with the subject

You can directly quote within a paraphrase

Step 1:

The first stage of paraphrasing or summarising is to read it

You can read the text quickly – but with a sense of purpose – what are you trying to get from it?

Decide the texts focus/ content and position of the writer – is usually stated at the start and the end of text

Read carefully sections you have decided are relevant to your dissertation

Step 2:

Write a few bullet points of the idea and important supporting details – arrange info in logical order

Re-state the text’s thesis (main idea) simply & own words

Need to reference the source writer, usually at the start:

Strauss (2003) claims that…

or at the end (Strauss, 2003)

Try to summarise and paraphrase without looking at the original source

Paraphrase should be based on your understanding of what you’ve read and any notes you’ve made

Reporting Verbs

….reported that…

…found that…

…argue that…

…suggest…

…conclude that…

…point out…

…questions…

Step 3:

Check summary carefully with original text

Make sure you haven’t changed the meaning

Make sure words are your own

Proofread for spelling, grammar

[greengay]

OOOH you right I forgot he secretly sang sweet songs and didn't tell his friends cause it was too girly - put it in the dissertation!

ADDED

and also thank u for correcting me thesis vs dissertation LOL i’m p sure i mean dissertation

[qqueenofhades]

Hi. I'm the lucky person who's (hopefully) gonna have to write a term paper on the diachronic transformation of the idea and definition of the crusades through the middle ages, based on the first crusade. Do you have literature suggestions? Thanks!

Aha, okay. I’ve rummaged through some of my old bibliographies from my master’s thesis (some of which was turned into my book chapter about the crusades in the modern world; I’m willing to send you said book chapter if you want to DM me your email) and my PhD dissertation, and this is a rough list of things that might be useful to you. These all focus on the crusades after the crusades were over -- in other words, they’re not historiographies of the actual period (though some of them obviously do touch on that), but focus on their subsequent political impacts, cultural legacies, scholarly approaches, and modern-day usages. Some of them also discuss the intellectual and legal aspects of the crusades over the time period in question, and how that was perceived by medieval society, such as the Riley-Smith and Tyerman books. These are also fairly general topics. If you want, I can do a second list with the really specialist stuff, covering deeply nitpicky things like the legal evolution of the Latin term “cruce signatus” post-1187, but I’m going to guess you don’t need that at this point. (If you do, hey, hmu.)

These are almost entirely secondary sources, though there are one or two collections of printed primary sources in there, which might help if you’re focusing on the development of the crusade ideal in the Middle Ages as viewed by their contemporaries and not only modern scholarship. The material spans from the official “end” of the crusades (usually given as 1291, though arguably as late as 1456) until the modern day, and mostly deals with their political, social, and cultural ramifications in Europe, the Arab world, and America.

Tal Dingott Alkopher, 'The Social (And Religious) Meanings That Constitute War: The Crusades as Realpolitik vs. Socialpolitik,’ International Studies Quarterly 49 (2005), 725–37

Robert J. Allison, The Crescent Obscured: The United States and the Muslim World, 1776-1815 (New York: Oxford University Press, 1995)

Karen Armstrong, Holy War: The Crusades and Their Impact on Today’s World (New York: Anchor Books, 2001)

Akil Awan and A. Warren Dockter, ‘ISIS and the Abuse of History’, History Today, 66 (2016) [http://www.historytoday.com/akil-n-awan-and-warren-dockter/isis-and-abuse-history]

David C. Barker, Jon Hurwitz, and Traci L. Nelson, ‘Of Crusades and Culture Wars: ‘Messianic’ Militarism and Political Conflict in the United States,’ Journal of Politics 70 (2008), 307–22

Jessalyn Bird, Edward Peters, and James M. Powell, eds., Crusade and Christendom: Annotated Documents in Translation from Innocent III to the Fall of Acre, 1187-1291 (Philadelphia: University of Pennsylvania Press, 2013)

Karl Borchardt, ‘Casting Out Demons by Beelzebul: Did the Papal Preaching against the Albigensians Ruin the Crusades?’, in La Papauté et les Croisades/The Papacy and the Crusades, ed. Michel Balard (Farnham: Ashgate, 2011), pp. 77–90

James Brundage, ed. and trans., The Crusades: A Documentary Survey (Milwaukee: Marquette University Press, 1962)

Carl Erdmann, The Origins of the Idea of Crusade (Princeton: Princeton University Press, 1977)

Matthew Gabriele, ‘Debating the ‘Crusade’ in Contemporary America,’ The Mediaeval Journal 6 (2016), 73–92

Nickolas Haydock and E.L. Risden, eds., Hollywood in the Holy Land: Essays on Film Depictions of the Crusades and Christian-Muslim Clashes (Jefferson, NC: McFarland, 2008)

Geraldine Heng, ‘Holy War Redux: The Crusades, Futures of the Past, and Strategic Logic in the ‘Clash’ of Religions,’ PMLA 126 (2011), 422–31

Bruce Holsinger, Neomedievalism, Neoconservatism, and the War on Terror (Chicago: Prickly Paradigm, 2007)

Adam Knobler, ‘Holy Wars, Empires, and the Portability of the Past: The Modern Uses of Medieval Crusades,’ Society for Comparative Studies of Religion and History 48 (2006), 293–325

Anouar Majid, Freedom and Orthodoxy: Islam and Difference in the Post-Andalusian Age (Redwood City: Stanford University Press, 2004).

Tomasz Mastnak, Crusading Peace: Christendom, The Muslim World, and Western Political Order (Berkeley: University of California Press, 2002)

Jonathan Phillips, ‘The Call of the Crusades,' History Today 59 (2009) [http://www.historytoday.com/jonathan-phillips/call-crusades]

Emran Qureshi and Michael Sells, eds. The New Crusades: Constructing the Muslim Enemy (New York: Columbia University Press, 2003)

Jonathan Riley-Smith, The First Crusade and the Idea of Crusading (Philadelphia: University of Pennsylvania Press, 2009)

Jonathan and Louise Riley-Smith, The Crusades: Idea and Reality, 1095-1274 (London: Edward Arnold, 1981)

Omar Sayfo, ‘From Kurdish Sultan to Pan-Arab Champion and Muslim Hero: The Evolution of the Saladin Myth in Popular Arab Culture,’ The Journal of Popular Culture 50 (2017), pp. 65–85.

Elizabeth Siberry, Criticism of Crusading: 1095-1274 (Oxford: Clarendon Press, 1985)

Elizabeth Siberry, The New Crusaders: Images of the Crusaders in the 19th And Early 20th Centuries. (Farnham: Ashgate, 2000)

Christopher Tyerman, The Debate on the Crusades 1099-2010 (Oxford: Oxford University Press, 2011)

Christopher Tyerman, The Invention of the Crusades (Toronto: University of Toronto Press; 1998)

Hopefully you will be able to get your hands on at least some of those, and they will be useful to you. As noted, send me a DM if you’d like a PDF copy of my book chapter (it deals with the function of crusading rhetoric in the post-9/11 world, which might be a little too chronologically late for your project, but the option is there).

Happy researching!

[soulvomit]

Want to know something annoying as fuck that happens in conversations with my mom? We’ve been to therapy several times over it, it’s unfixable, because she sees it only as my problem to fix and we wouldn’t have this problem if I didn’t talk so much? The first thing is that she corrects every word out of my mouth as I’m saying it. Basically... when we speak, she talks over me, then re-arranges my words to her liking.

Well... not every time, but practically everything I say is subject to severe nitpicking. This has gone on all of my life, where she would correct my grammar or ask me to reword something I was saying in a particular way. I feel like I have two whole ways I interact and speak: with everyone else, vs with my mom. I have to totally switch to a specific mode of interaction that literally nobody else in my life requires, just to interact with one person. When I’m talking to her, I feel this... pressure, that there are specific things she wants to hear, and like she gets mad when she doesn’t hear them.  Then there’s the way I have to clarify everything and back everything up. I’d come home with a story from school when I was a kid and get cross-examined about it.  (Both of my parents raised me to interact with adults. They figured they were teaching me to survive, that I’d deal with the adult world a lot longer than I’d deal with other children. But my mom was the worst at it. My dad was the patient one who would actually teach instead of get mad that I didn’t already know.) Basically, I had to speak not only like an adult, but also, like everything was a dissertation defense or legal deposition. My mom would actually correct my speech into the pattern she wanted it to resemble, make me speak it back to her, and make me cite sources.

Do you know how it’s common for people to say something then realize that’s not what they meant at all, so they backtrack and try to correct themselves? And that’s REALLY common in a NORMAL CONVERSATION? “Wait, no, that’s not quite what I mean. Let me explain.” Like... the very first thing that slips out is often something that needs to be refined and clarified or sometimes we need to circle back to an idea and build on it a little more. I think this is really common. I think it’s also really common that conversations are meant to be an exploration and allowed to have a certain amount of... flowingness... to them.   But in order to actually have this kind of conversation, you have to let the person finish their sentence and have to let them clarify their stance.  Here’s the problem with my mom. First off, I’m anxious in all of my communications with her, so I often sputter or fuck things up. I’m not always necessarily the clearest when I’m talking to her. There is an immense pressure to get every single utterance right with her that I don’t experience in any other setting. So sometimes I spit things out and then have to backtrack about what I REALLY mean.  This is the biggest problem. She reacts - the VERY MOMENT that words come out of my mouth. Her reactivity goes off generally by the 5th or 6th word, often before I’ve even finished a sentence. Then she gets angry if I have anything more to say after she reacts. That’s her cue to take over the conversation and dominate it and if I don’t play along, she gets mad. Here’s what makes me so pissed about it and how we get into this no-win fuckfest shitstorm over this. What if the thing she immediately reacts to, is not the point I was trying to make? Or it’s something I really need to clarify... or I realize that it didn’t sound, in my head, the way it sounds coming out, and that I need to “fix” it? I don’t get to. Imagine if the assumption she is making, is something that’s potentially damning or humiliating. She reacts to what she thinks I’m saying before I’ve even had a chance to actually say it. She RUNS AWAY with it and begins reacting and then gives me a long lecture based on what she thinks I was trying to say. She gets mad at me for trying to clarify my actual point because “YOU SHOULD HAVE ONLY SAID WHAT YOU INTENDED TO SAY FROM THE BEGINNING” or even “YOU’RE LYING/YOU JUST WANT TO GET OUT OF TROUBLE.” Or she accuses me of manipulating. She actually gets so angry that if it were anyone else I would assume they’re about to be violent. She’s not going to be, though, she just has poor emotional regulation.  She GETS MAD at me for not having a fully formed thesis right off the bat. Then she gets mad at me when I DO try to clarify my stance. And here’s the problem, my ego also gets involved: I can’t walk away with her actually believing I believe something as stupid as what she’s assuming I said. In fact, I don’t usually disagree with the things she’s saying, it’s often what I was actually going to say but didn’t get the chance to say, but did we have to go about this in this manner? Especially when she’s going to hold against me what she thinks I was going to say? POSSIBLY FOREVER? Because she does that. She never lets stuff go that gets in her craw - she will obsess forever about what she thinks I’m saying, if it’s something that set her off - so there’s always this pressure to get EVERY SINGLE INTERACTION *RIGHT.*  I don’t get a chance to ever correct myself or clarify what I’m saying, because she reacts the moment words come out of my mouth. She gets mad at the thing she thinks i”m saying. Then I end up in this thing where i end up yelling over her so that I don’t walk away leaving the impression that I actually believe the stupid thing that she heard me say, because I’d never gotten the chance to clarify my stance. (I don’t get into this situation with very many other people. Seriously, even with the dealings I’ve had on Tumblr. I get way way way more chances to either clarify or walk back with other people. Also, I’m not under as much pressure in my communications with virtually any other person so I don’t fuck up my speech as much with them.) And I often get more and more flustered and confused and my word brain just shuts down and it becomes HARDER to clarify myself and she’s yelling and I’m locking up in my head and eventually we are yelling over each other and slamming out of the room. 

We’ve been to therapy for this. We have been trying to fix this problem since I was a teenager.  In fact, my interactions with my parents are a big reason I used to think I was autistic, 

I don’t think it’s fixable, because she doesn’t think that listening to someone finish their sentence or allowing anyone else to make their point, is something she’s required to do with anyone. She is very rigid in hierarchic thinking, she only actually listens when it’s someone above her in some way, she has next to no self-awareness of her own behavior or how she comes off (which she is *almost* aware of), and she doesn’t think that she has to observe the same conversational rules with younger people that is considered polite with older people.  This is some kind of wiring in her brain.  And in fact when I was growing up, she complained all the time that I never talked to her about anything, she never knew about anything that went on with me at school, and she was jealous and resentful of the relationship I had with my dad because my dad (being the more nurturing parent) was the one I talked to about stuff. It seemed like... “I’m here all the time, I do all the work, then he waltzes in and it’s like I’ve done nothing.” Which is a common stay-at-home mom complaint about when the kids are really excited to see dad but mom is too tired from all the busy work to be Fun Mom. (And my mom would bring up this narrative whenever our issues came up, she has so many social narratives and tropes memorized to use as self-defense in conversations.) But the thing is, my relationship with my mom was quantity and not quality, and my relationship with my dad was quality and not quantity.  And it’s exactly because of how my mom interacted with me when I was younger, vs how my dad interacted with me. 

[cancerbiophd]

Hi Julia! I'm just starting my PhD, and my supervisor gives me a lot of freedom and independence. While I appreciate that, I'm not sure where to start tackling my project. I've done a lot of reading, but I'm having trouble designing good experiments. Do you have any suggestions?

Hi anon!

I have a post here outlining one possible path to take when designing your thesis project–however, it does involve communicating with the PI almost every step of the way. I do think that PI involvement is pretty crucial for the development of a PhD student, so if there’s a way for you to have weekly one-on-one meetings with your PI, I think you’ll find that would be really beneficial. 

In the meantime, let’s talk about experimental design. It’s a very important skill we learn during grad school, and one of those skills that separates someone with a PhD and someone without. It’s part of the “Ph” part of the degree, after all! So if you’re not getting the mentoring necessary to learn how to properly design experiments, then that’s a huge foundation of your PhD that’s missing. If your program (or any related programs) has a class on experimental design, it would be worth taking (I took two different experimental design courses, on top of regular guidance from my PI, and years later I’m still learning so much about the nuances of experimental design). Regardless, as a minimum requirement for a PhD mentor, your PI should be teaching you proper experimental design and results interpretation. Otherwise they’re just a warm money-pumping-lab-having body for the next 4+ years and that’s not what you, a PhD student, are here for, or deserve.

However, I do understand the reality that is busy PIs and large labs. If your PI is really hard to get a hold of, you can try finding other mentors to help guide you, such as: other senior members in the lab (like the lab manager, research specialists, post-docs, even other grad students), your committee members, the PI next door even. I get advice from as many people as I can, because sometimes even if my PI is available, she may not have the best expertise in certain situations. 

As a supplement, I would also recommend finding online resources on experimental design. A quick google search of “experimental design in biology” lead me to this awesome video from Khan Academy that covers experimental design at its simplest. 

Now here’s a quick and dirty 4-step crash-course on experimental design (from my experience in doing biology research):

1) Start with a testable and feasible research question:

This is based off a hypothesis/prediction you make, which in turn is based off the knowledge gaps in your research area

It can be as simple (one experiment) or as complex (aka the focus of your entire dissertation) as you want it to be

It should be testable: you actually have a way to figure out the answer

And also feasible: given your time, ethics, and resources (eg. equipment available, funding, people who can help you)

This is something that reading the literature, or talking to your PI, can help with. 

(Divide up your research question into sub-questions if necessary)

“Yes” and “No” research questions are totally ok. Sometimes it’s as simple as “does my cell line constitutively express this receptor, yes or no?” or “does Treatment X induce my cell to secrete Protein Z, yes or no?”

2) Come up with a method to answer the question:

I like to first go into “fantasy” mode. Like, what would the perfect assay be to answer this? I pretend it’s the year 3050 and whatever I think of we can do. For example: “ah if only i had xray vision and the ability to tell apart a human tumor cell from mouse bone marrow and can see just how many of these tumor cells end up in the bone with my naked eye!” Thinking like this first lets you get to the bottom of “what do we need to solve this problem?” 

Ok, time to go back to the present. We can’t see tumor cells through bone with the naked eye, but what do we have that allows us to do so indirectly? How can I tell the difference between a human cell and a mouse cell, and also quantify that? 

Another part of the design process where reading the literature and/or talking to your PI and other researchers would help with, especially if you don’t know what you don’t know. 

Like if I have no idea that something like intracellular fluorescent labeling and flow cytometry existed to solve my question at hand, I couldn’t even use that in my experiment

Determining the method you will use is sometimes the most time-consuming part imo. If it’s something you or the lab haven’t done before, you’ll need to do a lot of research into the methods (what’s the best reagent? concentration of reagent? do we have access to equipment necessary? do i need specific controls? what’s the specificity and sensitivity of this assay? are there background issues i have to contend with (eg. autofluorescence))? It may take a few tries with optimization before getting the method down for your purposes. And as you can see, it can be super involved, so getting advice and help from your PI or another expert would be really helpful (and time saving!)

3) Design the experiment on paper with the proper variables, controls, and replicates:

I like to pretend I’m solving a murder mystery and I have to convince the jury that Suspect A, with weapon C, is the one who dun it. How do I go about designing an experiment that will eliminate all possible suspects and murder weapons (and thus convince the jury)? 

Sometimes it helps to draw a predicted results graph of your experiment; seeing it in its “final” form may help you realize some controls or treatment combos may be missing. 

Once you’ve designed the experiment, go over it with your PI (or another expert), to make sure it’s sound.

The number of replicates (technical vs biological) you may need will depend on statistical analyses, like power analyses and what kind of statistical experimental design (eg. one-tailed vs two-tailed) you’ve decided beforehand. If this all sounds new, then that’s something you’ll need expert advice on (like from your PI), or take a class in (like biostats), or do lots and lots of independent research (perhaps the most time-consuming and mistake-prone choice). At a minimum though, we always need at least 3 values to perform any stats (so if you’re just running something up the flagpole, n=3 is a quick and dirty thing to do first). 

4) Predict the outcomes of each of your variables and controls and do some thought exercises

Ask yourself if these predicted results will answer your question

If it only answers part of your question, what else do you need?

If it doesn’t really answer your question, what should be changed? 

What if the opposite of what you predicted happens? What would that mean? 

If all this seems super overwhelming, then I think it’s a sign to seek out specific help on experimental design, like your PI or a class. Again, it’s part of your PhD training, but it’s not something you need to, or should, learn all by your lonesome self. 

Good luck with your training and research! I hope you find a good path forward. 

[thesisproposal1]

All You Need To Know About The Dissertation Definition

This is a short preview of the article: The most difficult part of the student’s life is dissertation writing, and it is the one that will help to improve the grades. It will take a lot of time to provide a quality dissertation, so this article will help you to understand the dissertation definition, and how to do dissertation w

If you like it consider checking out the full version of the post at: All You Need To Know About The Dissertation Definition

If you are looking for ideas for tweet or re-blog this post you may want to consider the following hashtags:

Hashtags: #DissertationDefense, #DissertationDefine, #DissertationHelp, #DissertationHowToWrite, #DissertationMeaning, #DissertationProposal, #DissertationWriting, #DoctoralDissertation, #ThesisVsDissertation

The Hashtags of the Categories are: #Dissertation

All You Need To Know About The Dissertation Definition is available at the following link: https://research-degree-thesis.com/all-you-need-to-know-about-the-dissertation-definition/ You will find more information, stories, examples, data, opinions as part of a collection of articles that will help you in writing your thesis, your proposal or your scientific research.

The title of the full article is: All You Need To Know About The Dissertation Definition

It belong to the following categories: Dissertation

The most relevant keywords are: dissertation defense, dissertation define, dissertation help, dissertation how to write, dissertation meaning, dissertation proposal, dissertation writing, doctoral dissertation, thesis vs dissertation

It has been published by Thesis-Proposal-Admin at Thesis Proposal a blog about thesis, proposal, research and all you need for delivering your academic work with efficiency and quality

The most difficult part of the student’s life is dissertation writing, and it is the one that will help to improve the grades. It will take a lot of time to provide a quality dissertation, so this article will help you to understand the dissertation definition, and how to do dissertation w

Thesis proposal, hope that you will find it interesting and that it will help you in your journey

The most difficult part of the student’s life is dissertation writing, and it is the one that will help to improve the grades. It will take a lot of time to provide a quality dissertation, so this article will help you to understand the dissertation definition, and how to do dissertation writing. All about dissertation […]