Variety of Methodological Approach in Economics

It has been argued by some that the distinction between orthodox economics and heterodox economics does not fit the growing variety in economic theory, unified by a common methodological approach. On the other hand, it remains a central characteristic of heterodox economics that it does not share this methodological approach, but rather represents a range of alternative methodological approaches. The paper explores the evidence, and arguments, for variety in economics at different levels, and a range of issues which arise. This requires in turn a discussion of the meaning of variety in economics at the different levels of reality, methodology, method and theory. It is concluded that there is scope for more, rather than less, variety in economic methodologies, as well as within methodologies. Further, if variety is not to take the form of “anything goes”, then critical discussion by economists of different approaches to economics, and of variety itself, is required

Economic Analysis of Knowledge: The History of Thought and the Central Themes

Following the development of knowledge economies, there has been a rapid expansion of economic analysis of knowledge, both in the context of technological knowledge in particular and the decision theory in general. This paper surveys this literature by identifying the main themes and contributions and outlines the future prospects of the discipline. The wide scope of knowledge related questions in terms of applicability and alternative approaches has led to the fragmentation of research. Nevertheless, one can identify a continuing tradition which analyses various aspects of the generation, dissemination and use of knowledge in the economy

Arguments for and Approaches to Computing Education in Undergraduate Computer Science Programmes

Computing education (CE), the scientific foundation of the teaching and learning of subject matter specific to computing, has matured into a field with its own research journals and conferences as well as graduate programmes. Yet, and unlike other mature subfields of computer science (CS), it is rarely taught as part of undergraduate CS programmes. In this report, we present a gap analysis resulting from semi-structured interviews with various types of stakeholders and derive a set of arguments for teaching CE courses in undergraduate CS programmes. This analysis and the arguments highlight a number of opportunities for the discipline of CS at large, in academia, in industry, and in school education, that would be opened up with undergraduate CE courses, as well as potential barriers to implementation that will need to be overcome. We also report on the results of a Delphi process performed to elicit topics for such a course with various audiences in mind. The Delphi process yielded 19 high-level categories that encompass the subject matter CE courses should incorporate, tailored to the specific needs of their intended student audiences. This outcome underscores the extensive range of content that can be integrated into a comprehensive CE programme. Based on these two stakeholder interactions as well as a systematic literature review aiming to explore the current practices in teaching CE to undergraduate students, we develop two prototypical outlines of such a course, keeping in mind that departments may have different preferences and affordances resulting in different kinds of CE offerings. Overall, input from external stakeholders underscores the clear significance of undergraduate CE courses. We anticipate leveraging this valuable feedback to actively promote these courses on a broader scale. undergraduate; computing education; argument; curriculum outlin

Considering Computing Education in Undergraduate Computer Science Programmes

This working group concerns the adoption of computing education (CE) in undergraduate computer science (CS) programmes. Such adoption requires both arguments sufficient to persuade our departmental colleagues and our education committees, and also curricular outlines to assist our colleagues in delivery. The goal of the group is to develop examples of both arguments and curricular outlines, drawing on any prior experience available

Final results from the prospective phase III WSG-ARA trial: impact of adjuvant darbepoetin alfa on event-free survival in early breast cancer

Background: WSG-ARA plus trial evaluated the effect of adjuvant darbepoetin alfa (DA) on outcome in node positive primary breast cancer (BC). Patients and methods: One thousand two hundred thirty-four patients were randomized to chemotherapy either with DA (DA+; n = 615) or without DA (DA-; n = 619). DA (500 mu g q3w) was started at hemoglobin (Hb) levels = 14.0 g/dl (12 g/dl after label amendment). Primary efficacy end point was event-free survival (EFS); secondary end points were toxicity, quality of life (QoL) and overall survival (OS). Results: Venous thrombosis (DA+: 3.0%, DA-: 1.0%; P = 0.013) was significantly higher for DA+, but not pulmonary embolism (0.3% in both arms). Median Hb levels were stable in DA+ (12.6 g/dl) and decreased in DA-(11.7 g/dl). Hb levels > 15 g/dl were reported in 0.8% of cycles. QoL parameters did not significantly differ between arms. At 39 months, DA had no significant impact on EFS (DA+: 89.3%, DA-: 87.5%; Plog-rank = 0.55) or OS (DA+: 95.5%, DA-: 95.4%; Plog-rank = 0.77). Conclusions: DA treatment did not impact EFS or OS in routine adjuvant BC treatment

Gamelyn’s Place among the Early Exemplars for Chaucer’s Canterbury Tales

The final publication is available at Springer via http://dx.doi.org/10.1007/s11061-012-9315-3Application of standard techniques from natural language processing on N-gram models of spelling enables quantification of the similarity between Middle English texts despite their lexical differences. Three studies employing similarity metrics confirm that a scribe’s spelling always is biased in the direction of his exemplars. This bias opens up a window on the number of scribes behind the exemplars for a text executed in a single hand, when other variables such as authorship and poetic form are held constant. A fourth study addresses nine manuscripts of Geoffrey Chaucer’s poem the Canterbury Tales with early textual contents. A one-way ANOVA/Tukey’s Range Test shows that none of these manuscripts is based on exemplars written in more than three hands, when allowance is made for variation due to poetic form. The results point to unified exemplars for the full text as the normal format for the poem’s transmission. The discussion suggests that the final tale ordering found in the first manuscripts is a product of collaboration between the poem’s first two scribes, probably working after Chaucer’s death and spuriously adding the Tale of Gamelyn