On 21 Mar 2002 09:25:52 -0800, [EMAIL PROTECTED] (Penley, Julie) wrote: [ snip, awkward rhetorical segue. Reformatting... ]
' My understanding is that the purpose of a dissertation is for the student to demonstrate his/her ability to formulate an original research question, decide and execute on appropriate methodology and analyses, and effectively communicate research findings. ' Perhaps others on the list feel this way as well, which could explain the relatively few responses to George's query.' [ ...] Others on the list may feel, WHAT way? appalled at grad-schools, like the previous note? How, or why, would a reaction to grad-schools shape the entire response to George? I don't see that the very brief note from George can be taken as strong evidence that he *can't* formulate a question, etc. George had written > I know this is the most effective > test statistic to apply to my study. However, I am worried that my > result section may be too short ... - and he wondered what else he could do. [ Does knowing the effective test-statistic put him a step ahead of people, including statisticians, who can't figure out why there ought to be an effective test-statistic?] So, was this mainly a slap at grad-schools, or am I missing some relevance to the original question? -- Rich Ulrich, [EMAIL PROTECTED] http://www.pitt.edu/~wpilib/index.html . . ================================================================= Instructions for joining and leaving this list, remarks about the problem of INAPPROPRIATE MESSAGES, and archives are available at: . http://jse.stat.ncsu.edu/ . =================================================================
