Week 4 dq post writing

Every time I sit down to write anything I am always having to figure out exactly how to sum up sometimes much much larger ideas my mind is churning on.

The question for me is always how much of each variable to do I cover and what variables do I leave out. In addition, I use neuropathway techniques to help built a solid picture of what I am talking gout for my reader. I write sentences in accordance to how people think, using spacing and punctuation as a way to create neuropathway place holders in the hippocampus.

Each placeholder is designed as a more info to be added later. Not unlike if you seek a glimmer of something and you turn your head to see it more clearly. Then you try and focus on if any sounds are coming from it. Same basic idea in writing. Introduce variables, which then sets the groundwork for the mind to rotate the concentration over to focus on that variable in a bit.

For me summing ideas up is a every time I write something struggle.

Most of those who interact with me thing I am not being truthful and honest when I bragg about how much I write. In my bachelors I averaged in most of my classes about 1200 words per post. It takes a few weeks to a month in each class for my audience to realize, “he is not kidding”. That is my struggle, to want to add much more than my audience wants to read.

Obviously based on the use of the word variable, there are very specific scientific benchmarks required in order be considered a variable. Some people have different definitions and different criteria for creating benchmarks for variables. I go with the scientific method. Not all do, and to all scholars follow the same rules of ethics in applying said method. However, most of that balance is within the “trying not get to a specific =x” rather than “follow the evidence”.

Slightly off topic, but absolutely part of a professional scholars future problem. When you do not want to find =y evidence, but no matter how many different paths and areas of examination you trace the variables origins. A similar =y keeps coming up in the research. Answers which produce results which drastically alter the framework of the conversation.

I found this hanging chad issue when I was at Capella. I found a hanging variable which led me to (among a dozen other reasons) drop the class and school to focus in on a specific hanging variable which aspects of that variable are still revealing more layers even today. I found direct physical evidence of a combination of things in Rome Proper specifically the forum. That design if you were standing directly in the middle of the forum directly in front of the Temple of Caesar (although tracing the variables of that name, the Hieroglyphic version of that name Caesar is Narmer aka the Scorpion King) you would be in absolutely perfect alignment to see more than 1000 miles away the exaggerated caricature of a specific type of roman figurine and drawing which you cannot find less than a couple million examples of both paintings and carved figures.

When those things occur, the benefit is, several different areas of explanation lead to the same conclusion. Which is the testing phase of the scientific method. However, if the evidence points in directions which the culture does not like, that creates ethical problems.

How this applies to the given article we were handed at the start of this class. In my experience, those two colleges large and small only represent a small and extremely well defined aspect of education. The aim there is to obtain a bachelors and maybe maybe go on to obtain a masters. But that is an academic crossed with a technical job. The sciences are an entirely different species of scholastics all together. For a serious science degree, the phd study covers few if any of the real issues involved. The =x of that study is from the wrong perspective; the authors are trying to get to a specific conclusion. The problem is the evidence does not match the preconceived notion (Rogers-Shaw & Carr-Chellman, 2018).

References

Rogers-Shaw, C., & Carr-Chellman, D. (2018). Developing care and socio-emotional learning in first year doctoral students: Building capacity for success. International Journal of Doctoral Studies, 13, 233+. Retrieved from https://link-gale-com.ezp.waldenulibrary.org/apps/doc/A547630758/EAIM?u=minn4020&sid=EAIM&xid=18a1a5c1