This book shows how to decompose high-dimensional microarrays into small subspaces (Small Matryoshkas, SMs), statistically analyze them, and perform cancer gene diagnosis. The information is useful for genetic experts, anyone who analyzes genetic data, and students to use as practical textbooks.Discriminant analysis is the best approach for microarray consisting of normal and cancer classes. Microarrays are linearly separable data (LSD, Fact 3). However, because most linear discriminant function (LDF) cannot discriminate LSD theoretically and error rates are high, no one had discovered Fact 3 until now. Hard-margin SVM (H-SVM) and Revised IP-OLDF (RIP) can find Fact3 easily. LSD has the Matryoshka structure and is easily decomposed into many SMs (Fact 4). Because all SMs are small samples and LSD, statistical methods analyze SMs easily. However, useful results cannot be obtained. On the other hand, H-SVM and RIP can discriminate two classes in SM entirely. RatioSV is the ratio of SV distance and discriminant range. The maximum RatioSVs of six microarrays is over 11.67%. This fact shows that SV separates two classes by window width (11.67%). Such easy discrimination has been unresolved since 1970. The reason is revealed by facts presented here, so this book can be read and enjoyed like a mystery novel. Many studies point out that it is difficult to separate signal and noise in a high-dimensional gene space. However, the definition of the signal is not clear. Convincing evidence is presented that LSD is a signal. Statistical analysis of the genes contained in the SM cannot provide useful information, but it shows that the discriminant score (DS) discriminated by RIP or H-SVM is easily LSD. For example, the Alon microarray has 2,000 genes which can be divided into 66 SMs. If 66 DSs are used as variables, the result is a 66-dimensional data. These signal data can be analyzed to find malignancy indicators by principal component analysis and cluster analysis.

A groundbreaking, flexible approach to computer science anddata science The Deitels' Introduction to Python for ComputerScience and Data Science: Learning to Program with AI, Big Data and the Cloudoffers a unique approach to teaching introductory Python programming,appropriate for both computer-science and data-science audiences. Providing themost current coverage of topics and applications, the book is paired withextensive traditional supplements as well as Jupyter Notebooks supplements.Real-world datasets and artificial-intelligence technologies allow students towork on projects making a difference in business, industry, government andacademia. Hundreds of examples, exercises, projects (EEPs) and implementationcase studies give students an engaging, challenging and entertainingintroduction to Python programming and hands-on data science. The book's modular architecture enables instructors toconveniently adapt the text to a wide range of computer-science anddata-science courses offered to audiences drawn from many majors.Computer-science instructors can integrate as much or as little data-scienceand artificial-intelligence topics as they'd like, and data-science instructorscan integrate as much or as little Python as they'd like. The book aligns withthe latest ACM/IEEE CS-and-related computing curriculum initiatives and withthe Data Science Undergraduate Curriculum Proposal sponsored by the NationalScience Foundation.

Vital Statistics of the United States: Births, Life Expectancy, Deaths, and Selected Health Data brings together a comprehensive collection of birth, mortality, and health data into a single volume. It provides a wealth of information compiled by the National Center for Health Statistics and other government agencies. Vital Statistics contains over 225 tables and is divided into four parts: Births, Mortality, Health, and Marriage and Divorce. Charts and graphs, available at applicable points in each chapter, illustrate some of the most vital trends in the data. In addition, updated definitions reflect the latest federal parameters for information about births, mortality, health, and marriages.

This book carries an ethnographic signature in approach and style, and is an examination of a small Brooklyn, New York, African-American, Pentecostal church congregation and is based on ethnographic notes taken over the course of four years. The Pentecostal Church is known to outsiders almost exclusively for its members' "bizarre" habit of speaking in tongues. This ethnography, however, puts those outsiders inside the church pews, as it paints a portrait of piety, compassion, caring, love-all embraced through an embodiment perspective, as the church's members experience these forces in the most personal ways through religious conversion. Central themes include concerns with the notion of "spectacle" because of the grand bodily display that is highlighted by spiritual struggle, social aspiration, punishment and spontaneous explosions of a variety of emotions in the public sphere. The approach to sociology throughout this work incorporates the striking dialectic of history and biography to penetrate and interact with religiously inspired residents of the inner-city in a quest to make sense both empirically and theoretically of this rapidly changing, surprising and highly contradictory late-modern church scene. The focus on the individual process of becoming Pentecostal provides a road map into the church and canvasses an intimate view into the lives of its members, capturing their stories as they proceed in their Pentecostal careers. This book challenges important sociological concepts like crisis to explain religious seekership and conversion, while developing new concepts such as "God Hunting" and "Holy Ghost Capital" to explain the process through which individuals become tongue-speaking Pentecostals. Church members acquire "Holy Ghost Capital" and construct a Pentecostal identity through a relationship narrative to establish personal status and power through conflicting tongue-speaking ideas. Finally, this book examines the futures of the small and large, institutionally affiliated Pentecostal Church and argues that the small Pentecostal Church is better able to resist modern rationalizing forces, retaining the charisma that sparked the initial religious movement. The power of charisma in the small church has far-reaching consequences and implications for the future of Pentecostalism and its followers.

Based on a reassessment of primary documents from the beginning of Judaism through to the Reformation, author A. J. Deus evaluates the Judaic scriptures of the Jews, the Christians, and the Muslims for their potential to stir hatred, violence, and terrorism. He searches for messages in the scriptures that may alter the economic behavior of societies. In this, the second volume of "The Great Leap-Fraud, " Deus exposes the frauds that overrun the Islamic faith. He focuses on the scriptural foundation of the Muslims and explains the status of terrorism, Jihad, and human rights in the historical context. Tying history to contemporary issues, Deus puts the evidence together that shows how the Jews used the doctrinal difference of the time to heave themselves into power and redeem Israel. He demonstrates how societies and economies have changed because of religion and shows the consequences of those who preach hatred against humanity. In "The Great Leap-Fraud, " Deus argues that religious freedom poses the biggest threat to humanity, and he calls for the regulation of religion as an industry. He encourages citizens to look at religious history through unbiased eyes. See http: //www.ajdeus.org for more information, previews and articles.

Exemplary Middle Grades Research: Evidence-Based Studies Linking Theory to Practice features research published throughout 2009 in MGRJ that has been identified by our review board as the most useful in terms of assisting educators with making practical applications from evidence-based studies to classroom and school settings. The editorial team is pleased to present these studies under one cover, trusting each will contribute to the existing body of knowledge on middle grades education in ways that will enable readers to develop theories more fully and apply findings and implications to a variety of settings. Studies are presented in chronological order as they appeared in each of the four issues published during the fourth volume year (2009). Our first three issues 4(1), 4(2), and 4(3) were special themes wherein guest editors provided the oversight for selection and substantive editorial revisions. Any guest editors' introductory comments regarding previously published manuscripts appear in italics, followed by the editor-in-chief 's comments.

Before today's teachers are ready to instruct the intellectual leaders of tomorrow, they must first be trained themselves. Information and communication technology can greatly increase the effectiveness of this training and also aid teachers as they seek to bring the latest technological advancements into their own classrooms. The Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies explains the need to bring technology to the forefront of teacher training. With an emphasis on how information and communication technology can provide richer learning outcomes, this book is an essential reference source for researchers, academics, professionals, students, and technology developers in various disciplines. The many academic areas covered in this publication include, but are not limited to: Curriculum Design and Trends in Higher Education Curriculum Development and Scientific Research Education and Globalization Online and Blended Learning The 21st Century Library and Information Services Use of Communication Technologies in Adult Education Video Use in Teacher Education

The book is based on the recently held Symposium on mathematics and its connections to the arts and sciences, namely the second Mathematics and its Connections to the Arts and Sciences (MACAS2)Symposium in Odense, Denmark (May 29-31, 2007). The chapters are an eclectic collection of interdisciplinary research initiatives undertaken by mathematics educators with implications for practitioners concerned with teaching and learning processes. The papers cover a wide genre of research domains within mathematics education (cognition, modelling, problem solving, teacher education, ethnomathematics, mathematical/statistical literacy, curricular and technological initiatives and research related to science education). The major interdisciplinary themes of the papers in this book are: 1. How can modelling activities be used to foster interdisciplinary projects in the school and university setting? 2. How can the intricate connections between mathematics and physics be used to design and research interdisciplinary activities in schools and the university? 3. How can research within the ethnomathematics domain of mathematics education be linked to critical mathematics education and interdisciplinary projects involving mathematics, art and culture? 4. How can the push for mathematical and statistical literacy be connected to other subjects in the school curricula and emphasized via interdisciplinary activities? 5. What are concrete examples of classroom experiments with empirical data that demonstrate new and unusual connections/relations between mathematics, arts and the sciences with implications for pedagogy? 6. What is the role of technology and new ICT interfaces in linking communities of learners in interdisciplinary activities involving problem solving? The book is an important contribution to the literature on educational initiatives in interdisciplinary education increasing vital for emerging professions of the 21st century.

The main purpose of this book is not only to present recent studies and advances in the field of social science research, but also to stimulate discussion on related practical issues concerning statistics, mathematics, and economics. Accordingly, a broad range of tools and techniques that can be used to solve problems on these topics are presented in detail in this book, which offers an ideal reference work for all researchers interested in effective quantitative and qualitative tools. The content is divided into three major sections. The first, which is titled "Social work", collects papers on problems related to the social sciences, e.g. social cohesion, health, and digital technologies. Papers in the second part, "Education and teaching issues," address qualitative aspects, education, learning, violence, diversity, disability, and ageing, while the book's final part, "Recent trends in qualitative and quantitative models for socio-economic systems and social work", features contributions on both qualitative and quantitative issues. The book is based on a scientific collaboration, in the social sciences, mathematics, statistics, and economics, among experts from the "Pablo de Olavide" University of Seville (Spain), the "University of Defence" of Brno (Czech Republic), the "G. D'Annunzio" University of Chieti-Pescara (Italy) and "Alexandru Ioan Cuza University" of Iasi (Romania). The contributions, which have been selected using a peer-review process, examine a wide variety of topics related to the social sciences in general, while also highlighting new and intriguing empirical research conducted in various countries. Given its scope, the book will appeal, in equal measure, to sociologists, mathematicians, statisticians and philosophers, and more generally to scholars and specialists in related fields.

While many facets of our lives are rapidly becoming more digital, educational institutions are now faced with the task of finding new and innovative ways to incorporate technology into the classroom. Examining the latest trends in digital tools provides a more effective learning environment for future generations. The Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education is a pivotal scholarly reference source that outlines the most efficient ways for educators to employ technology-enhanced lesson plans in their classroom. Featuring pertinent topics that include blended learning environments, student engagement, artificial intelligence, and learner-centered pedagogy, this is an ideal resource for educators, aspiring teachers, and researchers that are interested in discovering recent trends and techniques related to digital learning environments and technology-enhanced classrooms.

This title is a guide to doing research in the burgeoning field of food studies. Designed for the classroom as well as for the independent scholar, the book details the predominant research methods in the field, provides a series of interactive questions and templates to help guide a project, and includes suggestions for food-specific resources such as archives, libraries and reference works. Interviews with leading scholars in the field and discussions of how the study of food can enhance traditional methods are included. Food Studies: An Introduction to Research Methods begins with an overview of food studies and research methods followed by a guide to the literature. Four methodological "baskets" representing the major methodologies of the field are explored together with interviews from leading scholars in: food history (Ken Albala); ethnographic methods (Carole Counihan); material culture and media studies (Psyche Williams-Forson); and quantitative methods (Jeffery Sobal). The book concludes with chapters on research ethics, including working with human subjects, and technology tools for research.

This book provides an in-depth view on Bourdieu's empirical work, thereby specially focusing on the construction of the social space and including the concept of the habitus. Themes described in the book include amongst others: * the theory and methodology for the construction of "social spaces", * the relation between various "fields" and "the field of power", * formal construction and empirical observation of habitus, * the formation, accumulation, differentiation of and conversion between different forms of capital, * relations in geometric data analysis. The book also includes contributions regarding particular applications of Bourdieu's methodology to traditional and new areas of research, such as the analysis of institutional, international and transnational fields. It further provides a systematic introduction into the empirical construction of the social space.

In a time of changing technology and cultural shifts, it is difficult to measure some aspects of the workforce. Education and the American Workforce brings together a comprehensive collection of employment and education information from federal statistical agencies. The Census Bureau is the leading source of quality data about the nation's people and economy. The Bureau of Labor Statistics (BLS) is the principal federal agency responsible for measuring labor market activity, working conditions, and price changes in the economy. Together, these agencies produce a wealth of information about the American workforce. This book includes information about the jobs that people hold, the occupations that they pursue, the industries where they work, and the education levels that people have attained. In addition to tables, each section also includes relevant figures and highlights of notable data. Some examples of interesting data found inside Education and the American Workforce include: *With no formal educational requirement and a median salary of $22,680, 4.5 million people are employed as retail salespersons, the most of any single occupation. Cashiers and food preparation/serving workers account for another 3.5 million each. There are 2.9 million registered nurses, the most numerous of occupations that require a bachelor's degree. *The biggest numeric decline is expected for Postal Service mail carriers, dropping by about 78,000 in ten years. When combined with other Postal Service occupations-such as clerks, sorters, postmasters, and others-a decline of 140,000 jobs is expected for the Postal Service. *Among the 75 largest counties, Bronx County, NY had the highest number of residents age 25 and over with less than a high school diploma at 29.4 percent while Montgomery County, PA had the lowest percentage at 6.2 percent. *Meanwhile, New York County, NY and Fairfax County, VA had the highest percentage of residents with a bachelor's degree or higher at 59.9 percent followed by Montgomery County, MD at 57.9 percent among the 75 largest counties. Nationally, between 2011 and 2015, 29.8 percent of the population had a bachelor's degree or higher.

A volume in Adult Education Special Topics: Theory, Research, and Practice in Lifelong Learning Series Editor: Kathleen P. King, Fordham University Case studies have become a widely-used instructional tool in many educational environments. The use of case studies began in the 1950s at Harvard Business School. Today, they may be used as part of a course of study, or as the main focus of a course, to which other material is added. While the use of case studies is prevalent in schools of business and medicine, they are not often used in adult education or human resource development. This may be because there are no current major publications that deal with the use of case studies in these disciplines; nor are there any major databases of adult education or human resource development case studies for instructors to use. Good case studies can bring reality into the classroom. They can provide frameworks for discussion based on issues that must be faced in real life. Complex case issues can be broken down and examined for greater understanding, then pulled together again for resolution. Case studies can be used successfully in adult education. I propose a book based on the use of case-based learning in adult education and human resource development (HRD). The book could be positioned as a supplement to course textbooks for courses in adult education and HRD. I would write the cases and develop the exercises, but could also get others to contribute a case study or exercise to the book. Cases would each be a half-page to maybe 2-3 pages at the long end, and would include questions for students/readers. Supplementary information (possibly in the form of a DVD) could be put together for instructors. This information would include case study focal points and examples of possible responses for each study/exercise.

A practical guide on fundamental statistics including a selection of techniques commonly described in nursing literature. This guide has been designed to provide the average nurse with a foundation or background to enable them to effectively follow statistical textbooks and to apply basic descriptive and inferential statistical techniques to problems in their field. Learning objectives are included in each chapter, new terms and symbols are highlighted, and techniques are presented on a conceptual basis and illustrated by a presentation of computational methods with examples relevant to nursing. Learning activities provide an opportunity to apply concepts discussed; answers to these exercises are included. The guide contains supplementary reading material. Contents include the following: A review of fundamentals of arithmetic and algebra; introductory concepts; grouping of data; visual presentation of data; measures of central tendencies; measures of variation or dispersion; the normal distribution curve and standard scores; correlation; elementary probability; sampling and estimations; hypothesis testing; reliability and validity; Uses and misuses of statistics.

Half the world's population lives in rural places, but education scholars and policy makers worldwide give little attention to rural of education. Indeed, most national systems, including in the developed world, treat their educational systems as institutions to"modernize" the global economy. The authors in this volume have different concerns. They are rural education scholars from Australia, Canada, the United States, and Kyrgyzstan, and here their focus is the dynamics of social class: in particular rural schools but also in rural schooling as a local manifestation of a national (and the global) system. For the most part, the volume comprises relevant empirical reports, but none neglects theory, and some privilege theory and interpretation. First and last chapters introduce the texts and synthesize their joint and separate meanings. What are the implications of place for social class? How do class dynamics manifest differently in more and less racially homogeneous rural communities? How does place affect class and how might class affect place? How doesschooling in rural communities reproduce or interrupt social-class mobility across generations? The chapters engage such questions more completely than other volumes in rural education, not as afinal word or interm summary, but as an opening to an important lineof inquiry thus far largely neglected in rural education scholarship.

A volume in Research for Social Justice Personal Passionate Participatory Inquiry (Sponsored by AERA Qualitative Research SIG and International Studies SIG) Series Editors Ming Fang He, Georgia Southern University and JoAnn Phillion, Purdue University Series Scope: Research for Social Justice: Personal Passionate Participatory Inquiry, the book series, demonstrates a form of educational inquiry that connects the personal with the political, the theoretical with the practical, and research with social and educational change. The principle aspect of this form of inquiry that distinguishes it from others is that the researcher is not separate from the socio-political and cultural phenomena of the inquiry, the data collected, findings, interpretations, or writing. The purpose of the proposed book series is to draw together work which demonstrates three distinct qualities: personal passionate participatory with explicit research agendas that focus on equity, equality, and social justice, specific research methodologies that illustrate the participatory process of the inquiries, and positive social and educational change engendered by the inquiries. Scope of the Book: Personal Passionate Participatory Inquiry into Social Justice in Education, the first book in the series, features 14 programs of social justice oriented research on life in schools, families, and communities. This work, done by a diverse group of practitioner researchers, educators, and scholars, connects the personal with the political, the theoretical with the practical, and research with social and educational change. These inquiries demonstrate three distinct qualities. Each is personal, compelled by values and experiences researchers bring to the work. Each is passionate, grounded in a commitment to social justice concerns of people and places under consideration. Each is participatory, built on long-term, heart-felt engagement, and shared efforts. The principle aspect of the inquiries featured in the book series that distinguish it from others is that researchers are not detached observers, nor putatively objective recorders, but active participants in schools, families, and communities. Researchers have explicit research agendas that focus on equity, equality, and social justice. Rather than aiming solely at traditional educational research outcomes, positive social and educational change is the focal outcome of inquiry. The researchers are diverse and their inquiries are far ranging in terms of content, people and geographic locations studied. These studies reflect new and exciting ways of researching and representing experience of the disenfranchised, underrepresented, and invisible groups seldom discussed in the literature, and challenge stereotypical or deficit oriented perspectives on these groups. This book informs pre-service and in-service teachers, educators, educational researchers, administrators, and educational policy makers, particularly those who advocate for people who are marginalized and those who are committed to the enactment of social justice and positive educational and social change.

The book focuses on the state of education and on the levels of inequality among gender, rural-urban and social groups. Taking into account the various findings from existing literature on the qualitative and quantitative aspects of education, it uses empirical findings based on a revised methodology to draw new conclusions. This revised method was devised to define the size of population eligible for enrollment and was then employed to estimate the Gross Enrollment Rate (GER) and Gross Literacy Rate (GLR) at various completed education levels, using age-wise data from the Population Census, 2011. This methodology is based on the concept that among those eligible for enrollment/literacy, a few never get chance to enrol and others achieve various levels of literacy by remaining engaged in formal or informal education up to various ages. The book comes up with findings that have deep significance so far as policy making is concerned towards improving the state of education in India. There are fourteen hypotheses that the book proposes based on the study and each hypothesis is accompanied with policy suggestions. Interestingly, one of the hypotheses is that arbitrariness of government policies creates more problems and, as such, before proposing a policy change the government needs to put in more effort and time in planning and come up with carefully chalked out processes. In addition to being a valuable resource for researchers working in this area, the book has huge policy implications and think tanks working towards improving education in India.

Organizations of all kinds struggle to understand, adapt, respond and manipulate changing conditions in their internal and external environments. Approaches based on the causal, linear logic of mechanistic sciences and engineering continue to play an important role, given people's ability to create order. But such approaches are valid only within carefully circumscribed boundaries. They become counterproductive when the same organizations display the highly reflexive, context-dependent, dynamic nature of systems in which agents learn and adapt and new patterns emerge. The rapidly expanding discussion about complex systems offers important contributions to the integration of diverse perspectives and ultimately new insights into organizational effectiveness. There is increasing interest in complexity in mainstream business education, as well as in specialist business disciplines such as knowledge management. Real world systems can't be completely designed, controlled, understood or predicted, even by the so-called sciences of complexity, but they can be more effective when understood as complex systems. While many scientific disciplines explore complexity principally through abstract mathematical models and simulations, Emergence: Complexity & Organization explores the emerging understanding of human systems from both the 'hard' quantitative sciences and the the 'soft' qualitative perspectives. This 2006 Annual includes articles from Elizabeth McMillan, Daniel Solow, Kathleen Carley, Paul Cilliers, Ysanne Carlisle, James Hazy, and many more, which explore a range of complexity-related topics from philosophical concerns through to the practical application of complexity ideas, concepts and frameworks in human organizations. Also included are a series of three reproductions of classical papers in the fields of complexity and systems, each with critical introductions that explore their modern relevance: "The Philosophic Functions of Emergence" by Charles A. Baylis (originally published in 1929); "Novelty, Indeterminism, and Emergence" by W. T. Stace (originally published in 1939); "The Functions of the Executive: The Individual and Organization" by Chester I. Barnard(originally published in 1938).

For anyone interested in Northern Ireland, it's history, it's culture, it's music.... finally here comes a book that offers a new approach into understanding the complex diversity that has shaped Northern Irish society and its people during the times of the Troubles and beyond. Like poems, songs, in their own right, should be recognised as historical documents. From Mickey McConnells Only our Rivers Run Free and Phil Coulter The Town I loved so Well to Tommy Sands There Were Roses - political & social developments inspired Northern Irish poets and songwriters alike. By incorporating a great amount of background information on the artists mentioned above and resulting from personal interviews with the author a very unique insight into the history of Northern Ireland is given. In addition, the vast amount of songs written from an outsiders perspective and in particular in the Rock and Popmusic Genre such as Paul McCartney's Give Ireland back to the Irish, John Lennon's Sunday, Bloody Sunday to James Taylor's Belfast to Boston and Katie Melua's Belfast, also required appropriate recognition. Together, all these songs compiled and discussed in this book will provide the reader with a better understanding of Northern Ireland's history, its society, its people past and present. Whether it is for further academic research or simply used as reference material for anyone interested in Irish Music and Songs about and from Northern Ireland, this book will remain an essential guide and reference book in years to come.