Now, this form, like almost the entirety ernie ball power slinkys

Now, this form, like almost the entirety ernie ball power slinkys

Now, this form, like almost the entirety of this ernie ball wah facile debate, shows almost no understanding of what a lecturer does. For example: suppose I sit down and read a scholarly book on a topic of professional interest to me. How am I to apportion the percentages for that activity, assuming that my teaching and research are entirely imbricated the one with the other? Suppose now that the book is scholarly but only tangentially related to my research. In either case, anything I put down will not even be a wild guess.

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Yet it is proposed that we assemble such fictions from ernie ball wah everyone working in third level in order to arrive at some kind of true picture of the costs of teaching and research.

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Much was made in the committee about the (urgent!) need to replace reporting in percentages with reporting of the actual hours worked. Yet doing so does nothing to rectify the conceptual and metaphysical confusion of the original form. All that will have been done in that case is to replace one set of nonsensical measurements with another.

 

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