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Winning the Games Scientists Play

  • Authors
  • Carl J. Sindermann

Table of contents

  1. Front Matter
    Pages i-xii
  2. Prologue The Importance of Interpersonal Strategies in Science

  3. A Primer for Scientific Strategists

    1. Front Matter
      Pages 9-10
    2. Carl J. Sindermann
      Pages 11-37
    3. Carl J. Sindermann
      Pages 39-54
    4. Carl J. Sindermann
      Pages 55-73
    5. Carl J. Sindermann
      Pages 75-92
    6. Carl J. Sindermann
      Pages 93-112
    7. Carl J. Sindermann
      Pages 113-128
  4. Critical Issues for Scientific Strategists

    1. Front Matter
      Pages 129-130
    2. Carl J. Sindermann
      Pages 131-164
    3. Carl J. Sindermann
      Pages 165-181
    4. Carl J. Sindermann
      Pages 183-200
  5. Special Interest Areas for Scientific Strategists

    1. Front Matter
      Pages 201-202
    2. Carl J. Sindermann
      Pages 203-222
    3. Carl J. Sindermann
      Pages 223-247
    4. Carl J. Sindermann
      Pages 249-261
    5. Carl J. Sindermann
      Pages 263-275
  6. Epilogue

    1. Carl J. Sindermann
      Pages 277-281
  7. Back Matter
    Pages 283-290

About this book

Introduction

The interpersonal strategies that surround the act of doing good science--hereafter referred to as scientific game play­ ing-have received some published attention, and many of the game rules are almost axiomatic among successful prac­ titioners of science. There is a need, however, to review pe­ riodically what we know and what we think we know about the art, and to add new insights that become available. This book is a response to that need; it has been written for science practitioners and grandstanders of the 1980s, drawing on in­ Sights and perceptions gained from victories and defeats of the 1970s. It seems especially important that the strategies and rules of scientific game playing be reviewed critically as we move into the decade of the 1980s, since many of those rules have changed during the 1970s--in fact each recent decade has seen significant changes. The 1950s were expansionist, when sci­ entific jobs were relatively easy to find, when faculties were expanding, when students were plentiful, and when federal grants were readily available. The 1960s began as a period of stabilization, and then became one of unrest and reexami­ nation of purpose. The climate was still good; students were v vi PREFACE still abundant, but there was less growth in faculty size, and federal grants reached a plateau. In the 1970s the student population started to decline, and federal funding for research began to dry up.

Keywords

attention climate ethics growth organizations perception planning population research sex society

Bibliographic information