9,495 research outputs found
The coastal marine Tardigrada of the Americas
No full textMiller, William R., Perry, Emma S. (2016): The coastal marine Tardigrada of the Americas. Zootaxa 4126 (3): 375-396, DOI: 10.11646/zootaxa.4126.3.
Recommended abbreviations for the names of genera of the phylum Tardigrada
No full textPerry, Emma, Miller, William R., Kaczmarek, Łukasz (2019): Recommended abbreviations for the names of genera of the phylum Tardigrada. Zootaxa 4608 (1): 145-154, DOI: 10.11646/zootaxa.4608.1.
Additional recommended abbreviations for the names of genera of the phylum Tardigrada
No full textPerry, Emma, Miller, William R., Kaczmarek, Łukasz (2021): Additional recommended abbreviations for the names of genera of the phylum Tardigrada. Zootaxa 4981 (2): 398-400, DOI: https://doi.org/10.11646/zootaxa.4981.2.1
Analyzing social experiments as implemented: evidence from the HighScope Perry Preschool Program
No full textSocial experiments are powerful sources of information about the effectiveness of interventions. In practice, initial randomization plans are almost always compromised. Multiple hypotheses are frequently tested. "Significant" effects are often reported with p-values that do not account for preliminary screening from a large candidate pool of possible effects. This paper develops tools for analyzing data from experiments as they are actually implemented. We apply these tools to analyze the influential HighScope Perry Preschool Program. The Perry program was a social experiment that provided preschool education and home visits to disadvantaged children during their preschool years. It was evaluated by the method of random assignment. Both treatments and controls have been followed from age 3 through age 40. Previous analyses of the Perry data assume that the planned randomization protocol was implemented. In fact, as in many social experiments, the intended randomization protocol was compromised. Accounting for compromised randomization, multiple-hypothesis testing, and small sample sizes, we find statistically significant and economically important program effects for both males and females. We also examine the representativeness of the Perry study. Download appendix
Analyzing Social Experiments as Implemented: A Reexamination of the Evidence from the HighScope Perry Preschool Program
No full textSocial experiments are powerful sources of information about the effectiveness of interventions. In practice, initial randomization plans are almost always compromised. Multiple hypotheses are frequently tested. "Significant" effects are often reported with p-values that do not account for preliminary screening from a large candidate pool of possible effects. This paper develops tools for analyzing data from experiments as they are actually implemented. We apply these tools to analyze the influential HighScope Perry Preschool Program. The Perry program was a social experiment that provided preschool education and home visits to disadvantaged children during their preschool years. It was evaluated by the method of random assignment. Both treatments and controls have been followed from age 3 through age 40. Previous analyses of the Perry data assume that the planned randomization protocol was implemented. In fact, as in many social experiments, the intended randomization protocol was compromised. Accounting for compromised randomization, multiple-hypothesis testing, and small sample sizes, we find statistically significant and economically important program effects for both males and females. We also examine the representativeness of the Perry study.social experiment, compromised randomization, early childhood intervention, multiple-hypothesis testing
Analyzing Social Experiments as Implemented: A Reexamination of the Evidence From the HighScope Perry Preschool Program
No full textSocial experiments are powerful sources of information about the effectiveness of interventions. In practice, initial randomization plans are almost always compromised. Multiple hypotheses are frequently tested. "Significant" effects are often reported with p-values that do not account for preliminary screening from a large candidate pool of possible effects. This paper develops tools for analyzing data from experiments as they are actually implemented. We apply these tools to analyze the influential HighScope Perry Preschool Program. The Perry program was a social experiment that provided preschool education and home visits to disadvantaged children during their preschool years. It was evaluated by the method of random assignment. Both treatments and controls have been followed from age 3 through age 40. Previous analyses of the Perry data assume that the planned randomization protocol was implemented. In fact, as in many social experiments, the intended randomization protocol was compromised. Accounting for compromised randomization, multiple-hypothesis testing, and small sample sizes, we find statistically significant and economically important program effects for both males and females. We also examine the representativeness of the Perry study.
Analyzing Social Experiments as Implemented: A Reexamination of the Evidence From the HighScope Perry Preschool Program
No full textSocial experiments are powerful sources of information about the effectiveness of interventions. In practice, initial randomization plans are almost always compromised. Multiple hypotheses are frequently tested. "Signicant" effects are often reported with p-values that do not account for preliminary screening from a large candidate pool of possible effects. This paper develops tools for analyzing data from experiments as they are actually implemented. We apply these tools to analyze the influential HighScope Perry Preschool Program. The Perry program was a social experiment that provided preschool education and home visits to disadvantaged children during their preschool years. It was evaluated by the method of random assignment. Both treatments and controls have been followed from age 3 through age 40. Previous analyses of the Perry data assume that the planned randomization protocol was implemented. In fact, as in many social experiments, the intended randomization protocol was compromised. Accounting for compromised randomization, multiple-hypothesis testing, and small sample sizes, we find statistically significant and economically important program effects for both males and females. We also examine the representativeness of the Perry study.early childhood intervention; compromised randomization; social experiment; multiple-hypothesis testing
The life and works of James Miller, 1704-1744, with particular reference to the satiric content of his poetry and plays.
No full textPhDJames Miller was born the son of a Dorset rector in 1704. He
was himself ordained, but acquired no benefice until just before his
early death, probably because of a scathing portrayal of the Bishop
of London in one of his verse satires. At Oxford he wrote a vivacious
comedy of humours, set in the University. Its production in 1730
began his dramatic career, at a time when the number of London
theatres had just doubled, and new dramatic forms were being invented.
In 1731 his poem Harlequin-Horace, a witty inversion of
the Ars Poetica, attacked pantomime and opera, but also painted a
lively portrait of the entire theatrical world, in the tradition of
the Dunciad.
After collaborating in a translation of Moliere's works Miller
wrote two plays based on this author. Of all his dramatic works
these were the most successful with his contemporaries, and were
followed by a modernisation of Much Ado, and a ballad-opera adapted
from an afterpiece by Jean-Baptiste Rousseau, and rendered highly
topical. Miller made similar use of a recent French comedy showing
a Red Indian's reactions to civilisation, a satiric "fable" by Walsh
and Voltaire's Mahomet. A large quantity of original material was
incorporated into most of these, and this is generally satirical in
nature. The Indian is made to voice almost egalitarian sentiments.
An afterpiece, "The Camp Visitants", satirised military inaction
in the war, and was apparently banned. The manuscripts of the six
plays produced after the Licensing Act bear the examiner's deletions,
and illustrate the nature of the censorship at this time.
Miller's greatest strength is probably his flexible, vigorously
colloquial dialogue. His political satire is mostly contained in
the poetry, which attacks Walpole's administration with increasing
vehemence through the seventeen-thirties, until its fall. In 1740
two poems that used Pope in symbolic contrast to Walpole caused a
sensation. In both poetry and plays Miller is also a social satirist,
who lays unusually strong emphasis on false taste and the deterioration
of culture
Validation of the Thomson, Perry and Miller collaboration instrument
No full textAbstract: South African organisations face unique challenges that require optimal use of resources to improve business results. Effective collaboration is considered a powerful strategy to achieve this. Measuring the extent of collaboration can help to identify required changes in business practices. As far as could be established, there is no evidence of collaboration instruments developed and validated in South Africa. Thomson, Perry, & Miller (2007) developed a collaboration measurement instrument in the USA. The aim of this study was to validate this instrument for a South African context. Additional items were designed for further development of the sub-scales, as suggested by Thomson et al. (2007). The revised questionnaire consisting of 31 items (17 original and 14 new) was distributed electronically to 4200 employees in two organisations, with 343 valid responses received. Reliability and construct validity was tested as was convergent validity of the norms factor with the Trust in Teams Scale. The results of the study support a four-factor, 29 item model of collaboration when applied to a South African sample. Cronbach Alphas of the four factors are: Factor 1: Governance (α = .95), Factor 2: Mutuality (α = .92), Factor 3: Norms (α = .90), Factor 4: Autonomy (α = .85). CFA fits were at an acceptable level: RMSEA = 0.099 within the 90% confidence interval of 0.093 and 0.104. CFI’s are between .86 and .99. Convergent validity of the Trust in Teams scale with the norms factor of the Thomson, Perry and Miller (2007) Collaboration Instrument shows a moderate fit with the data: CFI = 0.85, RMSEA = 0.15 within the 90% confidence interval of 0.14 and 0.15. An understanding of the conditions related to effective collaboration and measurement thereof could equip managers and Human Resources practitioners to address collaboration opportunities and obstacles. This study provides a valid measure of collaboration in two South African industries.M.Phil
HENRY JAMES’ VIEW ABOUT AMERICAN CULTURE AS REPRESENTED BY DAISY MILLER IN DAISY MILLER (GENETIC STRUCTURALISM APPROACH)
No full textABSTRACT
Daisy Miller is one of James’ novels that talks about cultural gap. There
are many cultural conflicts between American and European. The researcher had
formulated three problem statements as follows: (1) How are the cultural
differences in Daisy Miller? (2) How does the society in Daisy Miller view
Daisy Miller? (3) How does Henry James view American culture as
represented by Daisy Miller in Daisy Miller?
In order to answer the questions, the researcher used genetic structuralism
approach by Lucien Goldman to analyze Daisy Miller, because genetic
structuralism is used to find the world view of the author toward his novel. There
are three aspects to be correlated in genetic structuralism, i.e. the novel itself,
biography of the author, the social condition when the novel was created. The
researcher also had to find the previous novel and novel after Daisy Miller which
have the same theme and correlated them with Daisy Miller. By the combination
of the aspects above, the researcher could find Henry James’ view about
American culture as represented by Daisy Miller in Daisy Miller.
There were three findings in this research: First, the researcher found that
there are cultural differences between America and Europe. In Daisy Miller Henry
James presents the Americans who had settled in Europe lived in a luxurious life.
It can be seen from their life style. They stayed from one hotel to another and they
liked to hold parties. The Millers family brought a private tutor to teach Randolph,
Daisy’s brother. It was very expensive to bring a private tutor from America to
Europe; but James presents the society to show that it was a rich and high-class
society. Daisy Miller was a visitor in Europe. She brought the pure American
culture. The conflict appeared when she was considered to break the rules in
Europe such as walking in the night with a man.
Second, the researcher identified the view of society to Daisy Miller. The
characters in Daisy Miller were: (1) Frederick Winterbourne. He was a young
American who had lived and schooled in Geneva. He sometimes judged Daisy as
a good girl, but in other time he considered her as a bad girl. (2) Mrs. Costello.
She is American but with European air. She looked down the Millers family
because of their new money, unsophisticated conduct, and intimacy with their
courier. (3) Mrs. Walker. She exemplified the values of the formal American but
with European air similar to Mrs. Costello. (4) He was an Italian man. He
considered Daisy just as natural and innocent girl. (5) Mrs. Miller. She was
Daisy’s mother. She was the opposite of a higher class European mother, because
she allowed her daughter to do as she liked.
Third, the researcher found that Henry James presents Daisy Miller as the
representation of American culture. Daisy’s characteristics are: (1) Freedom. (2)
Naturalness. (3) Innocence. (4) Purity. Henry James takes the American culture a
little higher than European culture. He also considers that two different cultures
can live together in one community comfortably as long as the member of society
respects each other
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