In this thesis,we study how a meta-analysis of genetic association studies is influenced by the degree of genotype imputation uncertainty in the studies combined and the size of meta-analysis. We consider the fixed effect meta-analysis model to evaluate the accuracy and efficiency of imputation-based meta-analysis results under different levels of imputation accuracy. We also examine the impact of genotype imputation on the between-study heterogeneity and type 1 error in the random effects meta-analysis model. Simulation results reaffirm that meta-analysis boosts the power of detecting genetic associations compared to individual study results. However, the power deteriorates with increasing uncertainty in imputed genotypes. Genotype imputation affects a random effects meta-analysis in a non-obvious way as estimation of between-study heterogeneity and interpretation of association results depend heavily on the number of studies combined. We propose an adjusted fixed effect meta-analysis approach for adding imputation-based studies to a meta-analysis of existing typed studies in a controlled way to improve precision and reliability. The proposed method should help in designing an effective meta-analysis study.

Early in 2009 it became apparent from articles in the newspapers that first year mathematics students were not performing as well as the students of previous years. There was great concern regarding the insufficient transition from secondary to tertiary mathematics, as well as the preparedness of first year students for university studies. This research focuses on the different factors that are potential causes of the underachievement of first year mathematics students. Students‟ and lecturers‟ beliefs are shaped by their experiences, the impact of continuous perceptions from the world around them, the present dominant paradigm, as well as the beliefs of their teachers. The different views of the nature of school mathematics show how a worldview has an effect on these views and the implications of this on the teaching of mathematics in secondary, as well as tertiary institutions. The paradigm shift from the modern era to the post-modern era caused an awareness of and interest in the construction of meaningful mathematical understanding. The gap between first year students‟ and lecturers‟ beliefs regarding the nature of mathematics and how mathematics is learned became apparent. The changes in the thoughts about the structure of mathematics were investigated and a better understanding of the processes through which mathematical understanding develops emerged. This brought insight into the gap between the reasoning abilities of incoming students from secondary schools and the reasoning needed to succeed in university mathematics. The theoretical study of the global theories of Piaget and Van Hiele gave insight into conceptual development through different stages and that a person should be on an appropriate conceptual level to make sense of what they learn. If not, then rote learning is likely to occur. The local theory of Tall implies that to facilitate understanding of a concept in mathematics, one should go through three worlds of mathematics: the embodied world, symbolic world and the formal world. The embodied view helps someone to give deep meaning to a concept, otherwise one can be trapped in the symbolic world and not be able to move on to the formal world of mathematical thinking. The theoretical investigations led to an empirical study in three phases. Phase 1 was an investigation into the views of mathematics held by the students and the lecturers. In phase 2 an investigation was done to establish the students‟ preferences on how they learn mathematics and how mathematics should be taught, using the Index of Learning Styles (ILS) questionnaire of Felder and Silverman. The results were compared with the way lecturers want their students to learn and how they themselves prefer to teach. Phase 3 included a classification of the questions in the first mathematics test written at tertiary level and subsequent analysis of the answers of students to obtain information on the type of reasoning required from students at tertiary level, as well as the reasoning abilities of the students. The empirical study assisted in understanding the problematic transition from secondary to tertiary mathematics with regard to the nature of mathematics, the beliefs on teaching and learning of mathematics, as well as the reasoning skills that the students possess when entering university. / Thesis (Ph.D. (Natural Sciences Education))--North-West University, Potchefstroom Campus, 2013

Early in 2009 it became apparent from articles in the newspapers that first year mathematics students were not performing as well as the students of previous years. There was great concern regarding the insufficient transition from secondary to tertiary mathematics, as well as the preparedness of first year students for university studies. This research focuses on the different factors that are potential causes of the underachievement of first year mathematics students. Students‟ and lecturers‟ beliefs are shaped by their experiences, the impact of continuous perceptions from the world around them, the present dominant paradigm, as well as the beliefs of their teachers. The different views of the nature of school mathematics show how a worldview has an effect on these views and the implications of this on the teaching of mathematics in secondary, as well as tertiary institutions. The paradigm shift from the modern era to the post-modern era caused an awareness of and interest in the construction of meaningful mathematical understanding. The gap between first year students‟ and lecturers‟ beliefs regarding the nature of mathematics and how mathematics is learned became apparent. The changes in the thoughts about the structure of mathematics were investigated and a better understanding of the processes through which mathematical understanding develops emerged. This brought insight into the gap between the reasoning abilities of incoming students from secondary schools and the reasoning needed to succeed in university mathematics. The theoretical study of the global theories of Piaget and Van Hiele gave insight into conceptual development through different stages and that a person should be on an appropriate conceptual level to make sense of what they learn. If not, then rote learning is likely to occur. The local theory of Tall implies that to facilitate understanding of a concept in mathematics, one should go through three worlds of mathematics: the embodied world, symbolic world and the formal world. The embodied view helps someone to give deep meaning to a concept, otherwise one can be trapped in the symbolic world and not be able to move on to the formal world of mathematical thinking. The theoretical investigations led to an empirical study in three phases. Phase 1 was an investigation into the views of mathematics held by the students and the lecturers. In phase 2 an investigation was done to establish the students‟ preferences on how they learn mathematics and how mathematics should be taught, using the Index of Learning Styles (ILS) questionnaire of Felder and Silverman. The results were compared with the way lecturers want their students to learn and how they themselves prefer to teach. Phase 3 included a classification of the questions in the first mathematics test written at tertiary level and subsequent analysis of the answers of students to obtain information on the type of reasoning required from students at tertiary level, as well as the reasoning abilities of the students. The empirical study assisted in understanding the problematic transition from secondary to tertiary mathematics with regard to the nature of mathematics, the beliefs on teaching and learning of mathematics, as well as the reasoning skills that the students possess when entering university. / Thesis (Ph.D. (Natural Sciences Education))--North-West University, Potchefstroom Campus, 2013

All cities set up a condition of disjunction as they are inherently manmade ‘built’ places separate from the natural wilderness they abut. The cities that emerge over time are then places held in tension between the kinetic and static forces of civilization, nature, people, ownership and infrastructure. These conflicting pieces manifest as division within the city. The division can be physically seen in specific gaps in the physical infrastructure: urban 'slips' that act as thresholds for a city by gathering and revealing the in/visible dueling qualities, and can ultimately prove to be important spaces and cultural magnets for the city. The analysis is centered on three specific 'slips' within three northern European cities: the South Bridge in Edinburgh, the Charles Bridge in Prague and the Berlin Wall. Looking from the perspective of both the physical, visible infrastructure and the unconscious, invisible cultural realm, these architectural objects are then charted through historical, literary, cartographic and urban analyses to come to an understanding of both the specific ‘characters’ or ‘spirits of place’ and the broad predisposition for division within cities.

This study is an attempt to construct a new biblical creationism as solution to the problem of the relationship between religion and science. It examines the challenge of modern evolutionism and the churches' responses against it. The modern evolutionism as the acting hypothesis of many modern scientific disciplines helps the Church to re-examine its traditional doctrine of creation. There are two Christian responses against the challenge: individually, various positions are active, such as the theistic evolutionism, the recent special creationism, and the old earth creationism; collectively, the Christian churches have not given careful consideration to the challenge. This study examines the creation account in Genesis 1 according to the Kantian epistemology of the writer's Th. M dissertation, an examination of modern eschatology. It proposes a presentist understanding of creation as the tentative alternative to the traditional creationism. It suggests that: 1) In evolution debate both creationists and evolutionists seem to assume there is an examined scientific creationism. 2) Because the traditional divine report model is unverifiable, we need to construct a scientific model. 3) The account seems to follow the ancient clay tablet format. 4) This study proposes a 'new habitat orientation week' model: the assumed observer's report of daily recognition of the wonderful world. 5) It informs us both of the responsibility for the world and of the significance of communal life. 6) It may provide a balanced foundation both for the sound relationship between science and religion and for the positive Christian worldview. / Thesis (Ph.D. (Dogmatics))--North-West University, Potchefstroom Campus, 2004.

The scope of this study focuses on the concept of In Between with the intention of creating a space of transition and connection between inside and outside, and the simultaneous perception of the two environments. This study will explore the idea of the In Between within the context of a proposed student garden for Edmonton Clinic North, located within the University of Alberta campus in Edmonton, Alberta, Canada. The intention is to present a design idea that responds to transitioning from one environment to the other as well as exploring opportunities in creating a place that creates the sense of In Between. The concepts of inside | outside, materiality and precedents are researched and analyzed to inform the understanding of the In Between. This research will contribute to the schematic design of the site that exhibits the sense of In Between.

This study examines how women are portrayed in four of Disney’s feature films, withthe focus on the presentation of relations between women. The films examined areSnow White and the Seven Dwarfs (1937), Sleeping Beauty (1959), The Little Mermaid(1989) and Frozen (2013). The aim is to analyse the development that has taken placefrom a gender perspective, from the earliest film, Snow White and the Seven Dwarfs(1937), to the latest, Frozen (2013), and to reveal the significance of the femalecharacters for each other. The films’ portrayal of women and female relations isdiscussed in relation to previous criticism of Disney for their stereotyped portrayal ofwomen, and through a thematic comparison with the known fairytales on which thefilms are based. The analysis has been performed with the aid of content analysis basedon Stukát (2011) and Ledin & Moberg (2010). The theoretical foundation is gendertheory, chiefly using Jarlbro (2006), Nilson (2010) and Davies (2003).One finding of this study is that it is only in the recent films that more room has beengiven to a positive relationship between women. In the early films there is more hatebetween women, who are therefore not shown as good objects for young girls toidentify with, whereas the later films often depict relations between women as loving.However, the mother figure and female friends are often absent from Disney’s films.These relationships are often described as being the most important for girls’ identitydevelopment, and therefore the early Disney films can be assumed to lack goodidentification possibilities for girls. Another finding is that the female characters havebecome more complex in the recent films, not following traditional female behaviour.

Tension has been the most significant and constant factor in the relationship between North and South Korea over the past sixty years. The differences in the political systems and the economic disparity between the two countries have resulted in what was once one nation moving in two radically divergent directions. These differences have led to a state of imbalance and resulted in constant political instability that has been playing out within the boundaries of the two countries, explicitly in no-man’s land, the demilitarized zone (DMZ). As one of the world’s most heavily militarized borderline, the DMZ embodies a wide range of political and social tensions. Among these is the action-reaction relationship between the Imnam Dam of North Korea and the Peace Dam of South Korea; the Imnam Dam was built as an act of offence to flood Seoul by bombing the dam down, and the Peace Dam was built as an act of defense to prevent overflow of water into Seoul. The historical and present conditions of this relationship maximize the military limitations and the possibilities of greater exchange between the two Koreas in creating a mutually beneficial relationship. In this thesis, this relationship is realized through “faction space”, a specific space situated in a fictional reality that does not reflect on its immediate surroundings, but of its own world, a speculative fictional idea of what it could become. Four different types of borderline conditions are studied to find out how these conditions can be translated into opportunities of creating spaces not only for the military, but also for the public. Each condition focuses on a topic derived from the existing surroundings. The final faction spaces perform as architectural stimuli within the feuding landscape of the two Koreas, striving to relieve or intensify the social and political tension between each other. Conditions of these faction spaces may begin to exist in various places around the DMZ, redefining the borderscape. A time may come when the most heavily militarized zone in the world shifts its focus to become a space for reciprocity.

Teacher education between familiarity and strangeness. An inquiry into the descriptions of lived experience told by teachers and student teachers in school and at the university. The aim of this dissertation is to study teacher education as lived experience with an overall ambition to contribute to a deeper understanding of teacher education as a complex phenomenon. A basic interest is to approach teacher education from a point of view where the lived experience of teachers and student teachers in school and on campus is brought into focus. The main question of the study is: what meanings of the phenomenon teacher education emerge, when teacher education is studied as lived experience? To empirically inquire into lived experience a hermeneutical phenomenological perspective is developed. This means a phenomenological understanding of the life-world as an intentional, lived and social world, and a hermeneutical openness to put repeated and confirmed experience into play to open for new experience. The choice of participant observation and conversational interviewing as research methods made it necessary to develop a methodological strategy involving a flexible position as well as a wakeful position. The results of the empirical study are presented in three in-betweens. Each of them focuses on a certain aspect of the life-world, as it emerges from the research question posed. The themes of unifying, modelling and of being market-oriented explore the meaning of teacher education as it comes forth between actor and institutional setting. Between actor and task, the meaning of teacher education takes shape in the lived situations of teachers and teacher students in school and on campus. When the meaning of the phenomenon teacher education unfolds between actor and actor, it is formed in the encounter with the “other”. So far, the results are consistent with earlier research on teacher education. To challenge familiar descriptions and to approach complexity, the results are put into play by the use of corporality, temporality and spatiality as existential themes. This leads to the conclusions that the meaning of the phenomenon teacher education transpires from male and female perspectives. This conclusion puts at risk the gender neutral description of women and men within teacher education as “teachers” and “students”. Secondly, the meaning of the phenomenon teacher education is intertwined with situations where personal and collective experience of teachers and student teachers is expressed in feelings of familiarity and strangeness. This means that the past in the sense of what “traditional” teacher education used to mean is challenged by transformation in terms of what teacher education could mean. Thirdly, the meaning of the phenomenon teacher education always includes different meanings as well as a prevailing meaning that is interacting with the institutional setting. This puts into play the assumption that traditions always stay the same, and that reproduction dominates transformation.

This dissertation details the study of the influences of historical discourses of early childhood on the recalled experiences of children, parents and teachers in a Queensland kindergarten between 1940 and 1965. The study investigates the interweaving of discourses of childhood and recounted experiences of kindergarten, drawing on the view that "different discursive practices produce different childhoods, each and all of which are 'real' within their own regime of truth" (James & Prout, 1997, p.26). The study builds a case for using an interpretive/constructionist historical approach to reframe the recounted narratives of those present in an historical kindergarten landscape, particularly the narratives of those who were children in that landscape. To date, historical studies of early childhood education in Australia have largely focused on "big picture" issues of policy, practice and training, rather than on investigating and documenting the lived experiences of children and adults in particular early childhood contexts and historical eras. In contrast, this study takes a micro-history approach, focusing on one early childhood setting in a way that Mills & Mills (2000, p.165) argue enables the "complexity and richness of the big picture to be understood". Reiger (1993) suggests that growing interest in the social construction of childhood has increased awareness of "the agency of children as contributors to interpretations ... of their development" (p.4).While participants in my study look back on childhoods lived in a past era, their interpretations and feelings about events and practices that they observed and experienced as children at kindergarten provide a valuable perspective on the discourses which framed their childhoods. Findings from this study have the potential to broaden understandings of the impact on children of pedagogical approaches to early childhood education, and deepen awareness of the meaning of childhood at particular points in time.