John Stuart Mill

Bio: John Stuart Mill is an academic researcher. The author has contributed to research in topics: Sentence & Ellipsis (linguistics). The author has an hindex of 1, co-authored 1 publications receiving 1658 citations.

A System of Logic

Abstract: Copyright ©2010–2015 All rights reserved. Jonathan Bennett [Brackets] enclose editorial explanations. Small ·dots· enclose material that has been added, but can be read as though it were part of the original text. Occasional •bullets, and also indenting of passages that are not quotations, are meant as aids to grasping the structure of a sentence or a thought. Every four-point ellipsis . . . . indicates the omission of a brief passage that seems to present more difficulty than it is worth. Longer omissions are reported between brackets in normal-sized type. First launched: September 2102.

Competing paradigms in qualitative research.

Abstract: This is likewise one of the factors by obtaining the soft documents of this competing paradigms in qualitative research by online. You might not require more become old to spend to go to the books establishment as skillfully as search for them. In some cases, you likewise do not discover the broadcast competing paradigms in qualitative research that you are looking for. It will totally squander the time.

Statistics and Causal Inference

Abstract: Problems involving causal inference have dogged at the heels of statistics since its earliest days. Correlation does not imply causation, and yet causal conclusions drawn from a carefully designed experiment are often valid. What can a statistical model say about causation? This question is addressed by using a particular model for causal inference (Holland and Rubin 1983; Rubin 1974) to critique the discussions of other writers on causation and causal inference. These include selected philosophers, medical researchers, statisticians, econometricians, and proponents of causal modeling.

Handbook of Reading Research

Abstract: Contents: Preface. Part I: R. Barr, Society and Literacy. S.B. Heath, The Sense of Being Literate: Historical and Cross-Cultural Features. P. Foster, A. Purves, Literacy and Society with Particular Reference to the Non-Western World. R.L. Venezky, The Development of Literacy in the Industrialized Nations of the West. J.T. Guthrie, V. Greaney, Literacy Acts. R-M. Weber, Linguistic Diversity and Reading in American Society. J.S. Chall, J.R. Squire, The Publishing Industry and Textbooks. P. Shannon, Politics, Policy, and Reading Research. Part II: M.L. Kamil, Task and Format Variables in Reading Research. A. Graesser, J.M. Golding, D.L. Long, Narrative Representation and Comprehension. S. Bovair, D.E. Kieras, Toward a Model of Acquiring Procedures from Text. C.A. Weaver, III, W. Kintsch, Expository Text. R.J. Tierney, T. Shanahan, Research on the Reading-Writing Relationship: Interactions, Transactions, and Outcomes. R. Calfee, E. Hiebert, Classroom Assessment of Reading. D. Reinking, L. Bridwell-Bowles, Computers in Reading and Writing. R. Waller, Typography and Discourse. Part III: P.B. Mosenthal, Constructs of Reader Process. L.C. Ehri, Development of the Ability to Read Words. K.E. Stanovich, Word Recognition: Changing Perspectives. R. Beach, S. Hynds, Research on Response to Literature. T.P. McNamara, D.L. Miller, J.D. Bransford, Mental Models and Reading Comprehension. M. Daneman, Individual Differences in Reading Skills. K.K. Wixson, M.Y. Lipson, Perspectives on Reading Disability Research. F.R. Vellutino, M.B. Denckla, Cognitive and Neuropsychological Foundations of Word Identification in Poor and Normally Developing Readers. S.G. Paris, B.A. Wasik, J.C. Turner, The Development of Strategic Readers. M. Hegarty, P.A. Carpenter, M.A. Just, Diagrams in the Comprehension of Scientific Texts. L. Mikulecky, R. Drew, Basic Literacy Skills in the Workplace. R.C. Anderson, W.E. Nagy, Word Meanings. Part IV: P.D. Pearson, Literacy and Schooling. E. Sulzby, W. Teale, Emergent Literacy. C. Juel, Beginning Reading. I. Beck, M. McKeown, Conditions of Vocabulary Acquisition. P.D. Pearson, L. Fielding, Comprehension Instruction. L.R. Roehler, G.G. Duffy, Teachers' Instructional Actions. R. Barr, R. Dreeben, Grouping Students for Reading Instruction. J.V. Hoffman, Teacher and School Effects in Learning to Read. D.E. Alvermann, D.W. Moore, Secondary School Reading. P. Johnston, R. Allington, Remediation. Epilogue: P.B. Mosenthal, M.L. Kamil, Understanding Progress in Reading Research.

De gustibus non est disputandum

Abstract: Dans la microeconomie standard, les preferences du consommateur sont considerees comme des donnees (variable exogene). George Stigler et Gary Becker cherchent ici a endogeneiser ces preferences, ce qui les place alors sur un des terrains favoris des sociologues : l’analyse des gouts. Notre collegue Christophe Longuet nous offre une traduction inedite de cet article canonique precedee d’une presentation. Son travail, en tout point remarquable, vous sera certainement tres utile.

Case Selection Techniques in Case Study Research A Menu of Qualitative and Quantitative Options

Abstract: How can scholars select cases from a large universe for in-depth case study analysis? Random sampling is not typically a viable approach when the total number of cases to be selected is small. Hence attention to purposive modes of sampling is needed. Yet, while the existing qualitative literature on case selection offers a wide range of suggestions for case selection, most techniques discussed require in-depth familiarity of each case. Seven case selection procedures are considered, each of which facilitates a different strategy for within-case analysis. The case selection procedures considered focus on typical, diverse, extreme, deviant, influential, most similar, and most different cases. For each case selection procedure, quantitative approaches are discussed that meet the goals of the approach, while still requiring information that can reasonably be gathered for a large number of cases.