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The False Discovery Rate : Its Meaning, Interpretation and Application in Data Science
The False Discovery Rate An essential tool for statisticians and data scientists seeking to interpret the vast troves of data that increasingly power our world First developed in the 1990s, the False Discovery Rate (FDR) is a way of describing the rate at which null hypothesis testing produces errors.It has since become an essential tool for interpreting large datasets.In recent years, as datasets have become ever larger, and as the importance of ‘big data’ to scientific research has grown, the significance of the FDR has grown correspondingly.The False Discovery Rate provides an analysis of the FDR’s value as a tool, including why it should generally be preferred to the Bonferroni correction and other methods by which multiplicity can be accounted for.It offers a systematic overview of the FDR, its core claims, and its applications.Readers of The False Discovery Rate will also find: Case studies throughout, rooted in real and simulated data setsDetailed discussion of topics including representation of the FDR on a Q–Q plot, consequences of non-monotonicity, and many moreWide-ranging analysis suited for a broad readership The False Discovery Rate is ideal for Statistics and Data Science courses, and short courses associated with conferences.It is also useful as supplementary reading in courses in other disciplines that require the statistical interpretation of ‘big data’.The book will also be of great value to statisticians and researchers looking to learn more about the FDR.STATISTICS IN PRACTICE A series of practical books outlining the use of statistical techniques in a wide range of applications areas: HUMAN AND BIOLOGICAL SCIENCES EARTH AND ENVIRONMENTAL SCIENCES INDUSTRY, COMMERCE AND FINANCE
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Pioneering Progress : American Science, Technology, and Innovation Policy
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Handbook of Research on Science Teacher Education
This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices.Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers.Issues associated with equity are embedded within each chapter.Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.
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Handbook of Research on Science Teacher Education
This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices.Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers.Issues associated with equity are embedded within each chapter.Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.
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What is a false approach in computer science?
A false approach in computer science refers to a mistaken or incorrect method or strategy used to solve a problem or develop a solution. This can occur when a programmer or developer chooses an ineffective algorithm, data structure, or design pattern for a particular task. False approaches can lead to inefficient code, poor performance, and ultimately, a failure to achieve the desired outcome. It is important for computer scientists to critically evaluate their approaches and make adjustments as needed to avoid false approaches and ensure successful results.
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Why false hopes?
False hopes can be harmful because they can lead to disappointment, frustration, and wasted time and energy. When people believe in something that is not based on reality, they may make decisions or take actions that are not in their best interest. It is important to be realistic and grounded in order to avoid unnecessary pain and setbacks.
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Morel or false morel?
Morel mushrooms are highly prized for their rich, nutty flavor and are a popular choice for foragers. However, it is important to be able to distinguish true morels from false morels, as false morels can be toxic if consumed. True morels have a distinctive honeycomb-like cap with pits and ridges, while false morels have a wrinkled, brain-like appearance. Additionally, true morels are hollow inside, while false morels may have a cotton-like substance inside. It is crucial to properly identify morel mushrooms before consuming them to avoid any potential health risks.
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True or false friend?
A true friend is someone who is honest, loyal, and supportive. They are there for you through thick and thin, and always have your best interests at heart. A false friend, on the other hand, is someone who is deceitful, unreliable, and only looking out for themselves. It's important to surround yourself with true friends who genuinely care about you and your well-being.
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Handbook of Research on Science Education : Volume III
Volume III of this landmark synthesis of research offers a comprehensive, state-of-the-art survey highlighting new and emerging research perspectives in science education. Building on the foundations set in Volumes I and II, Volume III provides a globally minded, up-to-the-minute survey of the science education research community and represents the diversity of the field.Each chapter has been updated with new research and new content, and Volume III has been further developed to include new and expanded coverage on astronomy and space education, epistemic practices related to socioscientific issues,design-based research, interdisciplinary and STEM education, inclusive science education, and the global impact of nature of science and scientific inquiry literacy. As with the previous volumes, Volume III is organized around six themes: theory and methods of science education research; science learning; diversity and equity; science teaching; curriculum and assessment; and science teacher education.Each chapter presents an integrative review of the research on the topic it addresses, pulling together the existing research, working to understand historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty, scholars, and graduate students, and pointing towards future directions of the field, Handbook of Research on Science Education Research, Volume III offers an essential resource to all members of the science education community.
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True and False Paths of Spiritual Research
In these much-valued lectures, Rudolf Steiner begins by positing the question, ‘Why investigate the spiritual worlds at all?’ He goes on to explore the contemporary need for spiritual knowledge and the authentic paths that can lead to it. Speaking in Torquay, England, at the International Summer School organized by his friend and colleague D.N.Dunlop, Steiner surveys the differences in various types of consciousness – from ancient to modern times, in waking and dreaming, from space into time – and the changes that have taken place in relation to knowledge and science in the course of history.He goes on to discuss the Mystery nature of crystallized minerals and metals such as copper and silver, and their relationship to the planets.He also describes how the ages of life can become organs of perception.In a dramatic conclusion Steiner explains the role of moon beings, ahrimanic elemental beings, and the true nature of mediumship, ectoplasm and spiritual possession.Presented here in a fresh translation that corrects many errors in previous editions, the text is complemented with notes, an introduction by Paul King and an index.Lectures include: ‘Nature is the Great Illusion. “Know Thyself”’; ‘The Three Worlds and their Reflected Images’; ‘Form and Substantiality of the Mineral Kingdom in relation to Human Levels of Consciousness’; ‘The Secret of Research into other Realms through the Metamorphosis of Consciousness’; ‘The Inner Enlivening of the Soul through the Qualities of Metals’; ‘Initiation Science’; ‘Star Knowledge’; ‘Possible Aberrations in Spiritual Research’. (Eleven lectures, 11-22 Aug. 1924, GA 243)
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Gender Differences in Technology and Innovation Management : Insights from Experimental Research
Even though the number of working women has steadily increased over the last few years, women are still significantly under-represented in STEM activities (i.e. mathematics, informatics, science and technology). In order to eliminate this under-representation, numerous education policies and corporate initiatives, particularly in the recent past, have been aimed at increasing women's enthusiasm for STEM activities and professions.According to the latest surveys, however, it is clear that these efforts have not yet led to the desired success.Compared to their male counterparts, women continue to do fewer STEM activities. One possible reason for this is that relatively little is yet known about the concrete impact of the above education policies on working with innovation and technology: What are the gender differences between women and men?Is it enough to recognize these differences, or should these differences ideally not only be recognized, but also treated appropriately or even encouraged? This anthology deals with current topics in technology and innovation management against the background of these and other gender-relevant aspects.Empirical analyses and experiments in collaboration with companies from various sectors provide a sound scientific basis on which new results and findings are presented: How do women and men deal with creativity and competition?How are technologies applied and how can differences in access to technology be deduced? Answers to these and other questions help decision-makers in politics and business to proactively use the differences between women and men to motivate women to work in the STEM field and to strengthen them by acknowledging existing differences.
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Makerspaces, Innovation and Science Education : How, Why, and What For?
This book provides an overview to a range of theories in science and technology that inform the different ways in which makerspaces can be educative.Makerspaces are an indispensable site for science, technology, engineering, and mathematics (STEM) instruction and pose novel risks and opportunities for STEM instruction.Educators are likely to reach towards activities that have a high degree of engagement, but this might result in observations like 'it looks like fun, but what are they learning?'. Beginning from the question of how we know what we know in science, the author asserts that understanding scientific knowledge requires us to know more than the abstract concepts typically presented in schools.The social and material aspects of knowledge are also important—these take the form of questions such as: What is the interplay between knowledge and power?How do we understand that we can have a ‘feel’ for materials and artefacts that we cannot completely describe in words?How do we know what ideas ought to be made real though technology and engineering?Significantly, this book also discusses the ethical dimensions of STEM education, in thinking about the kinds of STEM education that could be useful for open futures. This book will be useful to graduate students and educators seeking an expansive view of STEM education.More generally, these ideas outline a possible new strategy for a vision of school that is not merely training or preparing students for work.Education needs to also prepare students for sociopolitical participation, and with STEM being central to our contemporary lives, this book provides insights for how this can happen in makerspaces.
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Are these false signals?
Without more context, it is difficult to determine if the signals are false. False signals could refer to misleading information or indicators that do not accurately represent the true situation. It would be important to analyze the source and reliability of the signals to determine if they are indeed false. Additionally, considering the potential motivations behind the signals and any potential biases would also be important in evaluating their accuracy.
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What are false data?
False data refers to information that is incorrect, inaccurate, or intentionally misleading. This can include fabricated numbers, manipulated statistics, or misrepresented facts. False data can lead to incorrect conclusions, misguided decisions, and ultimately harm individuals, organizations, or society as a whole. It is important to critically evaluate the sources and validity of data to ensure that it is accurate and reliable.
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Are false eyelashes haram?
In Islam, wearing false eyelashes is considered haram (forbidden) because it involves altering one's natural appearance in a way that deceives others. Islam encourages modesty and natural beauty, and using false eyelashes goes against these principles. It is important for Muslims to adhere to the teachings of Islam and avoid practices that may lead to deception or vanity.
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Are there false Christians?
Yes, there are individuals who claim to be Christians but do not truly follow the teachings of Jesus Christ. These false Christians may use religion for personal gain, manipulate others, or act in ways that contradict the core principles of Christianity. It is important to discern between genuine believers and those who may be misrepresenting the faith.
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