There are few instructional tasks more important than teaching children to read. The consequences of low achievement in reading are costly both to individuals and society. Low achievement in literacy correlates with high rates of school drop-out, poverty, and underemployment. The far-reaching effects of literacy achievement have heightened the interest of educators and non-educators alike in the teaching of reading. Successful efforts to improve reading achievement emphasise identification and implementation of evidence-based practices that promote high rates of achievement when used in classrooms by teachers with diverse instructional styles with children who have diverse instructional needs and interests. Being able to recognise what characterises rigorous evidence-based reading instruction is essential to choosing the right reading curriculum (i.e., what method or approach). It will be necessary to ensure that general classroom reading instruction is of universally high quality and that practitioners are prepared to effectively implement validated reading interventions. When educators are not familiar with research methodologies and findings, national and provincial departments of education may find themselves implementing fads or incomplete findings. The choice of method of instruction is very often based on empirical research studies. The selection of statistical procedures is an integral part of the research process. Statistical significance testing is a prominent feature of data analysis in language learning studies and also specifically, reading instruction studies. For many years, methodologists have debated what statistical significance testing means and how it should be used in the interpretation of substantive results. Researchers have long placed a premium on the use of statistical significance testing. However, criticisms of the statistical significance testing procedure are prevalent and occur across many scientific disciplines. Critics of statistical significance tests have made several suggestions, with the underlying theme being for researchers to examine and interpret their data carefully and thoroughly, rather than relying solely upon p values in determining which results are important enough to examine further and report in journals. Specific suggestions include the use of effect sizes, confidence intervals, and power. The purpose of this study was to: determine what the state of affairs is with regard to statistical significance testing in reading instruction research, with specific reference to post-1999 literature (post-I999 literature was selected because of the specific request, made by Wilkinson and the Task Force on Statistical Inference in 1999, to include the reporting of effect sizes in empirical research studies); determine what the criticisms as well as the defences are that have been offered for statistical significance testing; determine what the alternatives or supplements are to statistical significance testing in reading instruction research; To provide a framework for the most effective and appropriate selection, use and representation of statistical significance testing in the reading instruction research field. A comprehensive survey on the use of statistical significance testing, as manifested in randomly selected journals, was undertaken. Six journals (i.e., System, Language Learning and Technology, The Reading Matrix, Scientific Studies of Reading, Teaching English as a Second or Foreign Language (TESL-EJ); South African Journal for Language Teaching) regularly including articles related to reading instruction research and publishing articles reporting statistical analyses, were reviewed and analysed. All articles in these journals from 2000-2005, employing statistical analyses were reviewed and analysed. The data was analysed by means of descriptive statistics (i.e., frequency counts and percentages). Qualitative reporting was also utilized. A review of six readily accessible (online) journals publishing research on reading instruction indicated that researchers/authors rely very heavily on statistical significance testing and very seldom, if ever, report effect size/effect magnitude or confidence interval measures when documenting their results. A review of the literature indicates that null hypothesis significance testing has been and is a controversial method of extracting information from experimental data and of guiding the formation of scientific conclusions. Several alternatives or complements to null hypothesis significance testing, namely effect sizes, confidence intervals and power analysis have been suggested. The following central theoretical statement was formulated for this study: Statistical significance tests should be supplemented with accurate reports of effect size, power analyses and confidence intervals in reading research studies. In addition, quantitative studies, utilising statistics as stated in the previous sentence, should be supplemented with qualitative studies in order to obtain a more comprehensive picture of reading instruction research. Research indicates that no single study ever establishes a programme or practice as effective; moreover it is the convergence of evidence from a variety of study designs that is ultimately scientifically convincing. When evaluating studies and claims of evidence, educators must not determine whether the study is quantitative or qualitative in nature, but rather if the study meets the standards of scientific research. The proposed framework presented in this study consists of three main parts, namely, part one focuses on the study's description of the intervention and the random assignment process, part two focuses on the study's collection of data and part three focuses on the study's reporting of results, specifically the statistical reporting of the results. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2007.

There are few instructional tasks more important than teaching children to read. The consequences of low achievement in reading are costly both to individuals and society. Low achievement in literacy correlates with high rates of school drop-out, poverty, and underemployment. The far-reaching effects of literacy achievement have heightened the interest of educators and non-educators alike in the teaching of reading. Successful efforts to improve reading achievement emphasise identification and implementation of evidence-based practices that promote high rates of achievement when used in classrooms by teachers with diverse instructional styles with children who have diverse instructional needs and interests. Being able to recognise what characterises rigorous evidence-based reading instruction is essential to choosing the right reading curriculum (i.e., what method or approach). It will be necessary to ensure that general classroom reading instruction is of universally high quality and that practitioners are prepared to effectively implement validated reading interventions. When educators are not familiar with research methodologies and findings, national and provincial departments of education may find themselves implementing fads or incomplete findings. The choice of method of instruction is very often based on empirical research studies. The selection of statistical procedures is an integral part of the research process. Statistical significance testing is a prominent feature of data analysis in language learning studies and also specifically, reading instruction studies. For many years, methodologists have debated what statistical significance testing means and how it should be used in the interpretation of substantive results. Researchers have long placed a premium on the use of statistical significance testing. However, criticisms of the statistical significance testing procedure are prevalent and occur across many scientific disciplines. Critics of statistical significance tests have made several suggestions, with the underlying theme being for researchers to examine and interpret their data carefully and thoroughly, rather than relying solely upon p values in determining which results are important enough to examine further and report in journals. Specific suggestions include the use of effect sizes, confidence intervals, and power. The purpose of this study was to: determine what the state of affairs is with regard to statistical significance testing in reading instruction research, with specific reference to post-1999 literature (post-I999 literature was selected because of the specific request, made by Wilkinson and the Task Force on Statistical Inference in 1999, to include the reporting of effect sizes in empirical research studies); determine what the criticisms as well as the defences are that have been offered for statistical significance testing; determine what the alternatives or supplements are to statistical significance testing in reading instruction research; To provide a framework for the most effective and appropriate selection, use and representation of statistical significance testing in the reading instruction research field. A comprehensive survey on the use of statistical significance testing, as manifested in randomly selected journals, was undertaken. Six journals (i.e., System, Language Learning and Technology, The Reading Matrix, Scientific Studies of Reading, Teaching English as a Second or Foreign Language (TESL-EJ); South African Journal for Language Teaching) regularly including articles related to reading instruction research and publishing articles reporting statistical analyses, were reviewed and analysed. All articles in these journals from 2000-2005, employing statistical analyses were reviewed and analysed. The data was analysed by means of descriptive statistics (i.e., frequency counts and percentages). Qualitative reporting was also utilized. A review of six readily accessible (online) journals publishing research on reading instruction indicated that researchers/authors rely very heavily on statistical significance testing and very seldom, if ever, report effect size/effect magnitude or confidence interval measures when documenting their results. A review of the literature indicates that null hypothesis significance testing has been and is a controversial method of extracting information from experimental data and of guiding the formation of scientific conclusions. Several alternatives or complements to null hypothesis significance testing, namely effect sizes, confidence intervals and power analysis have been suggested. The following central theoretical statement was formulated for this study: Statistical significance tests should be supplemented with accurate reports of effect size, power analyses and confidence intervals in reading research studies. In addition, quantitative studies, utilising statistics as stated in the previous sentence, should be supplemented with qualitative studies in order to obtain a more comprehensive picture of reading instruction research. Research indicates that no single study ever establishes a programme or practice as effective; moreover it is the convergence of evidence from a variety of study designs that is ultimately scientifically convincing. When evaluating studies and claims of evidence, educators must not determine whether the study is quantitative or qualitative in nature, but rather if the study meets the standards of scientific research. The proposed framework presented in this study consists of three main parts, namely, part one focuses on the study's description of the intervention and the random assignment process, part two focuses on the study's collection of data and part three focuses on the study's reporting of results, specifically the statistical reporting of the results. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2007.

The ignition of a solid is an inherently complex phenomenon influenced by heat and mass transport mechanisms that are, even to this day, not understood in entirety. In order to use ignition data in meaningful engineering application, significant simplifications have been made to the theory of ignition. The most common way to classify ignition is the use of material specific parameters such as such as ignition temperature (Tig) and the critical heat flux for ignition (CHF). These parameters are determined through standardized testing of solid materials – however, the results of these tests are generally used in applications different from the environments in which these parameters were actually determined. Generally, ignition temperature and critical heat flux are used as material properties and are presented readily in sources such as the SFPE Handbook. However, these parameters are not truly material properties; each are inherently affected by the environment in which they are tested. Ignition parameters are therefore system dependent, tied to the conditions in which the parameters are determined. Previous work has demonstrated that ignition parameters (such as Tig or CHF) for the same material can vary depending on whether the sample is tested in a vertical or horizontal orientation. While the results are clear, the implications this may have on the use of ignition data remains uncertain. This work outlines the fundamental theory of ignition as well as a review of studies related to orientation. The aim of this study it to analyze the influence of sample orientation on ignition parameters. All experimental work in this study was conducted using cast black polymethyl methacrylate (PMMA or commonly referred to as acrylic). This study explores ignition parameters for PMMA in various orientations and develops a methodology through which orientation can be incorporated into existing ignition theory. An additional study was also conducted to explore the statistical significance of current flammability test methodologies. Ultimately, this study outlines the problem of the system dependency of ignition and provides commentary on the use of ignition data in engineering applications.

Research shows that early childhood interventions with fidelity to Montessori model generate learner’s outcomes that outperform the traditional model. The evidence is confirmed in developed and in developing countries. This formative evaluation reports the results of a Montessori model in implementation in township of Mfuleni, located in Cape Town, South Africa. Providing insights into the functioning of the programme, the evaluation confirms that the roll out of the Montessori model is still underway which may explain the reason of the learners not outperforming the comparison group.

The ignition of a solid is an inherently complex phenomenon influenced by heat and mass transport mechanisms that are, even to this day, not understood in entirety. In order to use ignition data in meaningful engineering application, significant simplifications have been made to the theory of ignition. The most common way to classify ignition is the use of material specific parameters such as such as ignition temperature (Tig) and the critical heat flux for ignition (CHF). These parameters are determined through standardized testing of solid materials – however, the results of these tests are generally used in applications different from the environments in which these parameters were actually determined. Generally, ignition temperature and critical heat flux are used as material properties and are presented readily in sources such as the SFPE Handbook. However, these parameters are not truly material properties; each are inherently affected by the environment and orientation in which they are tests. Ignition parameters are therefore system dependent, tied to the conditions in which the parameters are determined. Previous work has demonstrated that ignition parameters (such as Tig or CHF) for the same material can vary depending on whether the sample is tested in a vertical or horizontal orientation. While the results are clear, the implications this may have on the use of ignition data remains uncertain. This work outlines the fundamental theory of ignition as well as a review of studies related to orientation. The aim of this study it to analyze the influence of sample orientation on ignition parameters. All experimental work in this study was conducted using cast black polymethyl methacrylate (PMMA or commonly referred to as acrylic). This study explores ignition parameters for PMMA in various orientations and develops a methodology through which orientation can be incorporated into existing ignition theory. An additional study was also conducted to explore the statistical significance of current flammability test methodologies. Ultimately, this study outlines the problem of the system dependency of ignition and provides commentary on the use of ignition data in engineering applications

京都大学 / 0048 / 新制・課程博士 / 博士(工学) / 甲第18690号 / 工博第3968号 / 新制||工||1611(附属図書館) / 31623 / 京都大学大学院工学研究科社会基盤工学専攻 / (主査)教授 立川 康人, 教授 中北 英一, 准教授 KIM Sunmin / 学位規則第4条第1項該当 / Doctor of Philosophy (Engineering) / Kyoto University / DFAM

京都大学 / 0048 / 新制・課程博士 / 博士(工学) / 甲第20677号 / 工博第4374号 / 新制||工||1680(附属図書館) / 京都大学大学院工学研究科社会基盤工学専攻 / (主査)教授 立川 康人, 教授 中北 英一, 准教授 森 信人 / 学位規則第4条第1項該当 / Doctor of Philosophy (Engineering) / Kyoto University / DFAM

Pathway analysis is an important task for gaining novel insights into the molecular architecture of many complex diseases. With the advancement of new sequencing technologies, a large amount of quantitative gene expression data have been continuously acquired. The springing up omics data sets such as proteomics has facilitated the investigation on disease relevant pathways. Although much work has previously been done to explore the single omics data, little work has been reported using multi-omics data integration, mainly due to methodological and technological limitations. While a single omic data can provide useful information about the underlying biological processes, multi-omics data integration would be much more comprehensive about the cause-effect processes responsible for diseases and their subtypes. This project investigates the combination of miRNAseq, proteomics, and RNAseq data on seven types of muscular dystrophies and control group. These unique multi-omics data sets provide us with the opportunity to identify disease-specific and most relevant biological pathways. We first perform t-test and OVEPUG test separately to define the differential expressed genes in protein and mRNA data sets. In multi-omics data sets, miRNA also plays a significant role in muscle development by regulating their target genes in mRNA dataset. To exploit the relationship between miRNA and gene expression, we consult with the commonly used gene library - Targetscan to collect all paired miRNA-mRNA and miRNA-protein co-expression pairs. Next, by conducting statistical analysis such as Pearson's correlation coefficient or t-test, we measured the biologically expected correlation of each gene with its upstream miRNAs and identify those showing negative correlation between the aforementioned miRNA-mRNA and miRNA-protein pairs. Furthermore, we identify and assess the most relevant disease-specific pathways by inputting the differential expressed genes and negative correlated genes into the gene-set libraries respectively, and further characterize these prioritized marker subsets using IPA (Ingenuity Pathway Analysis) or KEGG. We will then use Fisher method to combine all these p-values derived from separate gene sets into a joint significance test assessing common pathway relevance. In conclusion, we will find all negative correlated paired miRNA-mRNA and miRNA-protein, and identifying several pathophysiological pathways related to muscular dystrophies by gene set enrichment analysis. This novel multi-omics data integration study and subsequent pathway identification will shed new light on pathophysiological processes in muscular dystrophies and improve our understanding on the molecular pathophysiology of muscle disorders, preventing and treating disease, and make people become healthier in the long term. / Master of Science

The intention of this project is to examine whether or not; Anthony Charles Lynton "Tony" Blair, experienced any belief changes or learning, during the period he was Prime Minister of the United Kingdom (UK), a period which lasted 10 years commencing 1997 until 2007. Our analysis will cover a timeline beginning from 1999 a point in time when the UK participated in NATO’s Operation Allied Force during the Kosovo War until 2006 when Britain took on the reins of the EU presidency for a six-month period. An exploration, of the beliefs behind a leader’s decision making logic, should always be considered a prudent undertaking especially when it comes to foreign policy studies. This is because, it is only through such activity scholars can comprehend the distinction between decisions and actions. Thus, understanding when and how; an individual leaders’ belief system changes, is of central importance in furthering our ability in explaining not only state behaviour, but, also the relationship between ‘self’ and ‘other’. The main purpose of an operational code analysis is to enable political scientists and policy makers alike, to deduce from a particular leader’s verbal content, what that actor's beliefs are and the premises they take in relation to their decision-making process. The first of our two part hypotheses seeks to determine whether Tony Blair exhibited changes in his beliefs at various stages of his premiership. These stages were signified by events which were also crucial in defining his political legacy. The events are divided into three categories, Post Kosovo – Pre Iraq, Pre 9/11 – Post 9/11 and Pre EU – Post EU. On completion of our VICS and SPSS analysis on Tony Blair’s operational code belief we discovered that there were no statistically significant changes in any of his operational indices. So, due to the lack of statistically significant changes in Blair’s Philosophical and Instrumental indices we could not classify the events selected for this analysis as having produced any influence on his belief system. Thus we rejected our null hypothesis and accept the alternative hypothesis.

Resume The thesis is focused on the usage of statistical and substantive significance in the Czech social science. The thesis consists of four articles (3 published, 1 unpublished yet), introduction and conclusion including practical recommendations. The aim of the thesis is theoretically describe the current " standards" in the use of statistical and substantive significance and through research (content analysis) of articles published in the three leading Czech journals (Czechoslovak Psychology , Pedagogy and Czech Sociological Journal) empirically assess whether the published articles adhere to the " standards" in the field of statistics and the substantive significance of the results . Basic research question was: How are current " standards" followed in the use of statistical and substantive significance in the Czech social science production? In addition to the basic research questions were additional (auxiliary) research questions: What are the basic limits of statistical significance, i.e. in which cases statistical tests are not appropriate to use? What are the shortcomings of statistical significance itself, and what are the most common problems in the practical use of it by researchers? What are the alternatives to the concept of statistical significance? How is it possible to assess the...