This study is centered on childhood music education in Nigeria. Five research questions and five null hypotheses were formulated and tested in the study. A total of 313 subjects were used. The instrument used for data collection was a questionnaire on the childhood music education in Nigeria. Statistically weighted mean was used to answer the research questions and t - test was employed in testing the null hypotheses. At the end of the analysis, the following findings were made: <ul> <li>At least, 13 learning materials including both African and western musical instruments are available for teaching music in Nigerian primary schools. Up to 10 learning strategies were identified by the music teachers and music educators to be among the ones that could be utilized to ensure fruitful and effective acquisition of musical knowledge by the pupils in Nigeria.</li> <li>The perception of music educators and music teachers on the methodology that can best be utilized to ensure fruitful and effective acquisition of musical knowledge by the pupils at primary school level of education in Nigeria do not differ significantly.</li> <li>There is no significant difference between the music teachers and music educators’ perception on the adequacy of delivery of the music staff and learning situations in Nigerian primary schools.</li> </ul> Based on these findings a number of recommendations for improvement of the music education in Nigerian primary schools have been made. In addition to the sample teaching and learning programme, the original contribution of this study is explored in chapter six. This chapter offers lesson plans designed for grade II music teachers in primary schools in Nigeria. This programme was conducted and performed in one of the primary schools in the study area and ended with twelve contacts with pupils. (a digital video disk is attached to the thesis). / Thesis (DMus)--University of Pretoria, 2007. / Music / unrestricted

Neste trabalho discutimos os principais argumentos da inferência bayesiana subjetivista. Posteriormente, a partir de uma revisão da literatura dos testes de hipóteses, os principais testes são analisados sob a ótica da teoria da decisão, particularmente no que tange às hipóteses precisas. Adicionalmente, funções de perda para testes de significância, seguindo a proposta de Fisher e do FBST, são analisadas e comparadas. / This work discusses the main points of the bayesian subjectivist inference. Posteriorly, from a literature review of hypothesis testing, the main approaches are interpreting from a decision-theoretic viewpoint, particularly regarding the precise hypotheses. Additionally, loss functions for tests of significance, following the proposal of Fisher and FBST, are analyzed and compared.

Neste trabalho discutimos os principais argumentos da inferência bayesiana subjetivista. Posteriormente, a partir de uma revisão da literatura dos testes de hipóteses, os principais testes são analisados sob a ótica da teoria da decisão, particularmente no que tange às hipóteses precisas. Adicionalmente, funções de perda para testes de significância, seguindo a proposta de Fisher e do FBST, são analisadas e comparadas. / This work discusses the main points of the bayesian subjectivist inference. Posteriorly, from a literature review of hypothesis testing, the main approaches are interpreting from a decision-theoretic viewpoint, particularly regarding the precise hypotheses. Additionally, loss functions for tests of significance, following the proposal of Fisher and FBST, are analyzed and compared.

The emphasis of this diploma thesis is placed on the verification of stationarity in time series using the Unit Root Tests and their most common modifications that are introduced in the theoretical part of this paper. Tests mainly by Dickey and Fuller, Phillips and Perron, and KPSS test are introduced as well as their modifications in the form of ERS, Ng and Perron, and Leybourne and McCabe tests. Moreover the HEGY test for testing stationarity in the seasonal Time series and Perron test of structural breaks for Time series with shocks are described. There is also outlined the process of testing multiple Unit Roots. The empirical part of this paper consists of simulations of AR(1) time series generated using the software R, their testing for stationarity by selected Unit Root tests and the comparison of power of these tests. The conclusion includes recommendations which tests and under what conditions are the most suitable for testing Time series for the presence of Unit Root.

Dynamic assessment, as manner of alternative process-based assessment, is currently at a cross-roads chiefly characterised by, at times, vague conceptualisation of terminology, blurred demarcation as to its model and theory status and at times ill-defined fundamental philosophy. As a movement in modern psychological assessment within the broader field of intelligence, dynamic assessment does not present with a coherent unifying theory as such and due to its lack of clarity in a number of key areas its eventual disuse might well be the final outcome of this method and its unique history and methodology. In pursuit of this study’s main goal, dynamic assessment models and theories are critically explored by means of a meta-theory largely inspired by the work K.B. Madsen, a Danish meta-theorist and pioneer in theoretical psychology. Madsen’s meta-theory is attenuated in order to suit the nature and purposes of this study; so as to better analyse dynamic assessment within intelligence research and assessment. In its primary aim, this study builds on a foundation of epistemological and ontological considerations within science in general, the social sciences and psychology in particular. In keeping with Madsen’s method of meta-theory analysis, the author’s predilections are stated at the outset in order to place the progression of analyses of the various models and theories within dynamic assessment. Dynamic assessment and intelligence are discussed and a brief digression into the history of Soviet psychology is offered as it is pertinent to the work of Lev Vygotsky and its subsequent influence within process-based assessment. Theory and model development within science and the social sciences are described from a philosophy-of-science vantage point. Psychological assessment’s prime considerations are critically explored and the discussion highlights the role played by the philosophical aspects of mathematics and statistical foundations as leveraging measurement within assessment. Particular attention is paid to the perennial controversy surrounding null hypothesis significance testing and the possible future directions that can be explored by and within dynamic assessment which lends itself to approaches less restrictive than those offered by mainstream statistics. The obvious and not so obvious aspects within the mathematical, statistical and measurement foundations are critically explored in terms of how best dynamic assessment can manoeuvre within the current mainstream psychological assessment system and how new models of item response theory suited to change-based assessment can be explored as possible manner of handling the gain score issue; itself a paradoxical state of affairs within classical and modern test theory. Dynamic assessment’s past has in large part been dictated by mainstream considerations in the areas mentioned and in order to place itself on an alternative path these considerations are critically assessed in terms of dynamic assessment’s future path. Dynamic assessment and its place within the broader intelligence assessment field is then investigated by means of the meta-theory developed. It is envisaged that the intuitive appeal of dynamic assessment will continue to garner support from practitioners across the globe, specifically those trained in countries outside the traditional stronghold of Western psychological theory. However, the position taken in this argument is that in order to ensure its survival it will need to make a decision in terms of its future progress: either to branch off from mainstream assessment altogether or to become fused within mainstream assessment. The “best of both worlds” scenario has obviously not worked out as it was originally hoped. The study concludes with the meta-theoretical exploration of dynamic assessment within intelligence by utilising a small selection of current models. The application of the attenuated Madsenian framework seeks to explore, place and ascertain the nature of each model regarding the ontological and philosophical status of the approach; the nature of the hypothetical terminology, scientific hypotheses and hypothesis system utilised and lastly the nature of the abstract data, concrete data and prime considerations as implicit concerns within the varied approaches. An HQ score is calculated for each such model and is a partial indicator of the testability (verifiability or falsifiability) of the model in question. The models are thus couched in meta, hypothetical and data strata and can be positioned on a continuum of sorts according to which tentative claims can be made regarding the veracity of the approach behind each model. The study concludes with two appendices; a meta-analysis which was conducted on South African research in the field of dynamic assessment (1961-2002) and which cumulated in a significant effect size evidencing an overall positive effect that dynamic assessment has had as an alternative intervention technique in comparison to conventional or static based assessment models. In order to encourage replication of this study, all details pertaining to the studies included for consideration in the meta-analyses are attached in section 2 of this appendix. Secondly, an informal content analysis was conducted on eleven responses to questionnaires that were originally delivered to one hundred dynamic assessment practitioners and researchers across the globe. The purpose of the questionnaire was to ascertain information on core issues within dynamic assessment, as these fundamental issues were considered as pivotal in the future of this approaches’ eventual development or stagnation. The analysis concluded that dynamic assessment is indeed perceived to be at a crossroads of sorts and thus supported the initial hypothesis stated above. It is hoped that this theoretical study will aid in aligning dynamic assessment in a manner such that its eventual place in psychological assessment will be solidly grounded, theoretically defensible and viable as alternative manner of assessment. / Thesis (PhD (Psychology))--University of Pretoria, 2007. / Psychology / PhD / PhD / unrestricted

This study attempts to analyze the impact of an online educational resource on academic performances among newly arrived immigrant students in Sweden between the grade six to nine in the Swedish school system. The study focuses on the web based educational resource called Studi.se made by Komplementskolan AB.The aim of the study was to investigate the relationship between academic performance and using Studi.se. Another purpose was to see what other factors that can impact academic performances.The study made use of the data mining process, Cross Industry Standard for Data Mining (CRISP-DM), to understand and prepare the data and then create a regression model that is evaluated. The regression model tries predict the dependent variable of grade based on the independent variables of Studi.se activity, gender and years in Swedish schools. The used data set includes the grades in mathematics, physics, chemistry, biology and religion of newly arrived students in Sweden from six municipalities that have access to Studi.se. The data used also includes metrics of the student’s activity on Studi.se.The results show negative correlation between grade and gender of the student across all subjects. In this report, the negative correlation means that female students perform better than male students. Furthermore, there was a positive correlation between number of years a student has been in the same school and their academic grade. The study could not conclude a statistically significant relationship between the activity on Studi.se and the students’ academic grade.Additional explanatory independent variables are needed to make a predictive model as well as investigating alternative regression models other than multiple linear regression. In the sample, a majority of the students have little or no activity on Studi.se despite having free access to the resource through the municipality. / Denna studie analyserar inverkan som digitala läromedel har på skolbetyg bland nyanlända elever i Sverige mellan årskurs sex och nio i det svenska skolsystemet. Studien fokuserar på den webbaserade pedagogisk resursen Studi.se, gjord av Komplementskolan AB.Målet med studien var att undersöka relationen mellan skolresultat och användandet av Studi.se. Ett annat syfte var att undersöka vad för andra faktorer som kan påverka skolresultat.Studien använder sig av datautvinningsprocessen, Cross Industry Standard for Datamining (CRISP-DM), för att förstå, förbereda och analysera datan i form av en regressionsmodell som sedan evalueras. Datasamlingen som används innehåller bland annat skolbetyg i ämnena matematik, fysik, kemi, biologi och religion från sex kommuner som har tillgång till Studi.se. Aktivitet hos eleverna från dessa kommuner på Studi.se hemsidan användes också för studien.Resultaten visar en negativ korrelation mellan betyg och kön hos eleverna i alla ämnena. Den negativa korrelationen betyder i denna rapport att tjejer får bättre betyg i genomsnitt än killar hos urvalet av nyanlända från de sex kommunerna. Dessutom fanns det en positiv korrelation mellan antal år en elev varit i skolan alternativt i svenska skolsystemet och deras betyg. Studien kunde inte säkerställa ett statistisk signifikant resultat mellan aktivitet på Studi.se och elevernas skolresultat.Ett flertal förklarande oberoende variabler behövs för att kunna skapa en prognastisk modell för skolresultat samt bör en undersökning på alternativa regressions modeller förutom linjär multipel regression göras. I studiens urval av nyanlända elever från kommunerna, har majoriteten inte använt eller knappt använt Studi.se även om dessa kommuner haft tillgång till denna resurs.

The South African Government in 2002 accepted the Public Service Anti-Corruption Strategy (PSACS) with the objective to reduce the manifestation of malfeasance in the public service. The PSACS identified various goals and objectives to be achieved at both the systemic and departmental levels. At the departmental level, the PSACS set out to increase the institutional capacity of departmental institutions, and encourage the management of risk and of discipline in the public service. Departments are required to establish the necessary capacity to formulate fraud prevention and anti-corruption policies, receive and manage allegations of corruption, and investigate allegations of corruption and detected risks at a preliminary level. To manage ethics departments should inter alia identify early signs of a lack of discipline, improve the accountability and capacity of managers to manage discipline, and encourage managers to act against transgressions. However, various authors have been critical of the formulation of policies and the establishment of structures as a policy response to public service corruption. In their view, such an approach often leads to a reduction in the efficiency and effectiveness of public programmes, and even creates opportunities for corruption. In response to such deficiencies, some argue that a compliance-based approach to public service malfeasance should be supplemented by a value-based approach with an emphasis on the development of internal selfcontrol of individuals, the promotion of trust among employees, and the promotion of a culture of responsibility. In this context, this researcher proposes that the promotion of an ethical culture could enhance the implementation of the PSACS. In this dissertation, this researcher set out to evaluate, among others, the ethical culture of the Department of Correctional Services (DCS). It was decided that a survey would be the most appropriate data collection method. A questionnaire was administered and the data was captured, analysed and interpreted. Various statistical tests were performed and the findings suggest inter alia that the promotion of an ethical culture coincides with lower levels of observed malfeasance. Consequently, when greater clarity of operational and ethics policies is obtained, an increase occurs in both the severity and frequency of penalties for malfeasance, and officials gain greater access to resources and time to execute their responsibilities, the level of observed malfeasance is likely to be reduced. The promotion of an ethical culture could significantly enhance the implementation of the PSACS. / Public Administration / D. Litt. et Phil. (Public Administration)

The South African Government in 2002 accepted the Public Service Anti-Corruption Strategy (PSACS) with the objective to reduce the manifestation of malfeasance in the public service. The PSACS identified various goals and objectives to be achieved at both the systemic and departmental levels. At the departmental level, the PSACS set out to increase the institutional capacity of departmental institutions, and encourage the management of risk and of discipline in the public service. Departments are required to establish the necessary capacity to formulate fraud prevention and anti-corruption policies, receive and manage allegations of corruption, and investigate allegations of corruption and detected risks at a preliminary level. To manage ethics departments should inter alia identify early signs of a lack of discipline, improve the accountability and capacity of managers to manage discipline, and encourage managers to act against transgressions. However, various authors have been critical of the formulation of policies and the establishment of structures as a policy response to public service corruption. In their view, such an approach often leads to a reduction in the efficiency and effectiveness of public programmes, and even creates opportunities for corruption. In response to such deficiencies, some argue that a compliance-based approach to public service malfeasance should be supplemented by a value-based approach with an emphasis on the development of internal selfcontrol of individuals, the promotion of trust among employees, and the promotion of a culture of responsibility. In this context, this researcher proposes that the promotion of an ethical culture could enhance the implementation of the PSACS. In this dissertation, this researcher set out to evaluate, among others, the ethical culture of the Department of Correctional Services (DCS). It was decided that a survey would be the most appropriate data collection method. A questionnaire was administered and the data was captured, analysed and interpreted. Various statistical tests were performed and the findings suggest inter alia that the promotion of an ethical culture coincides with lower levels of observed malfeasance. Consequently, when greater clarity of operational and ethics policies is obtained, an increase occurs in both the severity and frequency of penalties for malfeasance, and officials gain greater access to resources and time to execute their responsibilities, the level of observed malfeasance is likely to be reduced. The promotion of an ethical culture could significantly enhance the implementation of the PSACS. / Public Administration and Management / D. Litt. et Phil. (Public Administration)

In this paper, we will investigate the important properties of three major parts of statistical inference: point estimation, interval estimation and hypothesis testing. For point estimation, we consider the two methods of finding estimators: moment estimators and maximum likelihood estimators, and three methods of evaluating estimators: mean squared error, best unbiased estimators and sufficiency and unbiasedness. For interval estimation, we consider the the general confidence interval, confidence interval in one sample, confidence interval in two samples, sample sizes and finite population correction factors. In hypothesis testing, we consider the theory of testing of hypotheses, testing in one sample, testing in two samples, and the three methods of finding tests: uniformly most powerful test, likelihood ratio test and goodness of fit test. Many examples are used to illustrate their applications.