NORMALIZATION process is a set of operations whereby systematic biases are removed from microarray data. Therefore researcher can attain acceptable results and have more logic comparisons. This process considering the bias constructions and the effects on microarray is recognizable and applicable. Examples of this process are spatial correction, background correction, rescaling, dye effect and within slide NORMALIZATION. Spot intensity standard deviation is decreased by that NORMALIZATION processes, and confidence to the microarray data analysis outcomes is increased. This paper describes all of these methods. In addition it contains the examples of a real dual channel cDNA microarray experiment to illustrate NORMALIZATION process.

This study is to evaluate vowel NORMALIZATION procedures in Persian, from IRIB broadcasters, on the basis of their effectiveness in neutralizing differences in vowel formant data due to inter-speaker physiological and anatomical-gender- differences. The selection among various NORMALIZATION techniques (hertz, Mel, Bark, Erb, Gertsmann, Lobanov, Neary, Watt, and Fabricius) depends on their significance in the previous literature and the kind of measurement involved in the provided database. The assessment is mainly performed based on two factors,vowel space overlapping and discriminant analysis . The first factor is done on the basis of increasing in mapping between speakerâ s vowel spaces along the degree of overlap between the two vowel spaces, expressed in terms of that percentage of the male speakersâ s vowel spaces which overlaps with the female speakerâ s vowel spaces and vice versa.The second part of analysis is devoted to for the importance of maintaining vowels informationâ s and the power of vowel separation. The results indicate that Neary is the best way in minimizing the physiological effect in Persian while keeping vowel separation s power safe.

Objective: To normalize the Abedi Creativity Test (CT) in high schools of the schooling region No. 6 of Tehran. Method: CT was administered to students from 36 high schools randomly selected over the schooling region No. 6 of Tehran. A total of8l9 students were selected, 410 male and 409 female students. The instrument was examined for the internal consistency, and testretest reliability. The Torrance Test of Creative Thinking (TTCT) was used as the criterion for concurrent validity of the CT. Results: Test-retest reliability coefficients of the CT subscales for fluency, 0.023; elaboration, 0.444; originality, 0.614; and flexibility, 0.595 were obtained. The internal consistency coefficient for the CT ranged from 0.48 to 0.68 (mean 0.59). The low internal consistency of some subscales may be due to the small number of items and the heterogeneous nature of the questions. The correlation coefficients between the subscales of the TTCT and the CT for fluency, 0.468; elaboration, -0.195; originality, 0.424; and flexibility, 0.361 (mean 0.265) were obtained. This low-level relation could be due to intrinsic problems in administering and scoring the TTCT, or it could be an indication of the major differences between the constructs measured by two instruments, or a combination of both of these factors. Comparisons of the means for boys and girls showed there was no significant difference in fluency, originality, and flexibility subscales between boys and girls, but there was a significant difference in elaboration between two groups: girls were higher than boys in elaboration subscale. Conclusion: The required time for TTCT administration and scoring limits its application to large scale assessments of creativity. The CT requires less time for administration and scoring, and hence can be an alternative to the TTCT; provided that its concurrent validity is improved, it could be used for group administration.

Background: Emotion control skill teaches the individuals how to identify their emotions and how to express and control them in various situations. The aim of this study was to normalize and measure the internal and external validity and reliability of emotion control test.Methods: This standardization study was carried out on a statistical society, including all pupils, students, teachers, nurses and university professors in Kermanshah in 2012, using Williams’ emotion control scale. The subjects included 1,500 (810 females and 690 males) people who were selected by stratified random sampling. Williams (1997) emotion control scale, was used to collect the required data. Emotional Control Scale is a tool for measuring the degree of control people have over their emotions. This scale has four subscales, including anger, depressed mood, anxiety and positive affect. The collected data were analyzed by SPSS software using correlation and Cronbach's alpha tests.Results: The results of internal consistency of the questionnaire reported by Cronbach's alpha indicated an acceptable internal consistency for emotional control scale, and the correlation between the subscales of the test and between the items of the questionnaire was significant at 0.01 confidence level.Conclusion: The validity of emotion control scale among the pupils, students, teachers, nurses and teachers in Iran has an acceptable range, and the test itemswere correlated with each other, thereby making them appropriate for measuring emotion control.

In this research, preliminary NORMALIZATION of Zukerman and Ellison’s fear of success questionnaire was focused. As fear of success is among new and interesting issues in psychology and measurement tools are important in behavioral sciences researches, a new method should be developed to measure fear of success. Thus, this research intends to investigate the favorite psychometric features in Zukerman and Ellison’s questionnaire. For this purpose, 1000 students were selected from 11 faculties as the sample on whom the above questionnaire was administered. The results were analyzed using SPSS. For psychometric features, item discrimination, factorial load, and validity coefficient were emphasized and norms were introduced both qualitatively and quantitatively. Results indicated that the fear of success test had a validity index of 0.627; factorial load of 0.85 and item discrimination of 0.77 as desirable.