andrew_gelman_stats andrew_gelman_stats-2010 andrew_gelman_stats-2010-96 knowledge-graph by maker-knowledge-mining
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Introduction: The course outline ZombieCourseOutline.rtf Hints/draft R code for implementing this for a regression example from D. Pena x=c(1:10,17,17,17) y=c(1:10,25,25,25) ZombieAssign1.txt The assignment being to provide a legend that explains all the lines and symbols in this plot ZombieAssign1.pdf With a bonus assignment being to provide better R code and or techniques. And a possible graduate student assignment to investigate what percentage of examples in graduate stats texts (e.g. Cox & Hinkley) could be displayed this way (reducing the number of parameters to least number possible). K? p.s. might have been a better post for Friday the 13th p.s.2 background material from my thesis (passed in 2007) ThesisReprint.pdf
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same-blog 1 1.0 96 andrew gelman stats-2010-06-18-Course proposal: Bayesian and advanced likelihood statistical methods for zombies.
Introduction: The course outline ZombieCourseOutline.rtf Hints/draft R code for implementing this for a regression example from D. Pena x=c(1:10,17,17,17) y=c(1:10,25,25,25) ZombieAssign1.txt The assignment being to provide a legend that explains all the lines and symbols in this plot ZombieAssign1.pdf With a bonus assignment being to provide better R code and or techniques. And a possible graduate student assignment to investigate what percentage of examples in graduate stats texts (e.g. Cox & Hinkley) could be displayed this way (reducing the number of parameters to least number possible). K? p.s. might have been a better post for Friday the 13th p.s.2 background material from my thesis (passed in 2007) ThesisReprint.pdf
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Introduction: In high school and college I would write long assignments using a series of outlines. I’d start with a single sheet where I’d write down the key phrases, connect them with lines, and then write more and more phrases until the page was filled up. Then I’d write a series of outlines, culminating in a sentence-level outline that was roughly one line per sentence of the paper. Then I’d write. It worked pretty well. Or horribly, depending on how you look at it. I was able to produce 10-page papers etc. on time. But I think it crippled my writing style for years. It’s taken me a long time to learn how to write directly–to explain clearly what I’ve done and why. And I’m still working on the “why” part. There’s a thin line between verbosity and terseness. I went to MIT and my roommate was a computer science major. He wrote me a word processor on his Atari 800, which did the job pretty well. For my senior thesis I broke down and used the computers in campus. I formatted it in tro
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Introduction: Have data graphics progressed in the last century? The first addresses familiar subjects to readers of the blog, with some nice examples of where infographics emphasize the obvious, or increase the probability of an incorrect insight. Your Help Needed: the Effect of Aesthetics on Visualization I borrow the term ‘insight’ from the second link, a study by a group of design & software researchers based around a single interactive graphic. This is similar in spirit to Unwin’s ‘caption this graphic’ assignment.
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Introduction: April Galyardt writes: I’m teaching my first graduate class this semester. It’s intro stats for graduate students in the college of education. Most of the students are first year PhD students. Though, there are a number of master’s students who are primarily in-service teachers. The difficulties with teaching an undergraduate intro stats course are still present, in that mathematical preparation and phobia vary widely across the class. I’ve been enjoying the class and the students, but I’d like your take on an issue I’ve been thinking about. How do I balance teaching the standard methods, like hypothesis testing, that these future researchers have to know because they are so standard, with discussing the problems with those methods (e.g. p-value as a measure of sample size , and the decline effect , not to mention multiple testing and other common mistakes). It feels a bit like saying “Ok here’s what everybody does, but really it’s broken” and then there’s not enough time to tal
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Introduction: Joan Garfield, a leading researcher in statistics education, is conducting a survey of graduate students who teach or assist with the teaching of statistics. She writes: We want to invite them to take a short survey that will enable us to collect some baseline data that we may use in a grant proposal we are developing. The project would provide summer workshops and ongoing support for graduate students who will be teaching or assisting with teaching introductory statistics classes. If the grant is funded, we would invite up to 40 students from around the country who are entering graduate programs in statistics to participate in a three-year training and support program. The goal of this program is to help these students become expert and flexible teachers of statistics, and to support them as they move through their teaching experiences as graduate students. Here’s the the online survey . Garfield writes, “Your responses are completely voluntary and anonymous. Results w
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Introduction: The course outline ZombieCourseOutline.rtf Hints/draft R code for implementing this for a regression example from D. Pena x=c(1:10,17,17,17) y=c(1:10,25,25,25) ZombieAssign1.txt The assignment being to provide a legend that explains all the lines and symbols in this plot ZombieAssign1.pdf With a bonus assignment being to provide better R code and or techniques. And a possible graduate student assignment to investigate what percentage of examples in graduate stats texts (e.g. Cox & Hinkley) could be displayed this way (reducing the number of parameters to least number possible). K? p.s. might have been a better post for Friday the 13th p.s.2 background material from my thesis (passed in 2007) ThesisReprint.pdf
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Introduction: I haven’t linked to the Baby Name Wizard in awhile. . . . Laura Wattenberg takes a look at the question , “Does a hard-to-pronounce baby name hurt you?” Critical thinking without “debunking”—this is the way to go.
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Introduction: The course outline ZombieCourseOutline.rtf Hints/draft R code for implementing this for a regression example from D. Pena x=c(1:10,17,17,17) y=c(1:10,25,25,25) ZombieAssign1.txt The assignment being to provide a legend that explains all the lines and symbols in this plot ZombieAssign1.pdf With a bonus assignment being to provide better R code and or techniques. And a possible graduate student assignment to investigate what percentage of examples in graduate stats texts (e.g. Cox & Hinkley) could be displayed this way (reducing the number of parameters to least number possible). K? p.s. might have been a better post for Friday the 13th p.s.2 background material from my thesis (passed in 2007) ThesisReprint.pdf
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Introduction: Good stuff , as always, from Laura Wattenberg.
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