andrew_gelman_stats andrew_gelman_stats-2013 andrew_gelman_stats-2013-1965 knowledge-graph by maker-knowledge-mining
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Introduction: X marks the spot . I’ll post the slides soon (not just for the students in my class; these should be helpful for anyone teaching Bayesian data analysis from our book ). But I don’t think you’ll get much from reading the slides alone; you’ll get more out of the book (or, of course, from taking the class).
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same-blog 1 1.0 1965 andrew gelman stats-2013-08-02-My course this fall on l’analyse bayésienne de données
Introduction: X marks the spot . I’ll post the slides soon (not just for the students in my class; these should be helpful for anyone teaching Bayesian data analysis from our book ). But I don’t think you’ll get much from reading the slides alone; you’ll get more out of the book (or, of course, from taking the class).
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Introduction: Try this link . . . . OK, it worked (as well as might be expected given that we don’t have any professional audiovisual people involved). Tomorrow 8h30, I’ll post a new link with the new G+ hangout. We’ll be going through the first two sets of slides (class1a.pdf and class1b.pdf) following the link for the slides here .
3 0.22680813 1752 andrew gelman stats-2013-03-06-Online Education and Jazz
Introduction: Alex Tabarrok writes : There is something special, magical, and “almost sacred” about the live teaching experience. I agree that this is true for teaching at its best but it’s also irrelevant. It’s even more true that there is something special, magical and almost sacred about the live musical experience. . . . Mark Edmundson makes the analogy between teaching and music explicit: Every memorable class is a bit like a jazz composition. Quite right but every non-memorable class is also a bit like a jazz composition, namely one that was expensive, took an hour to drive to (15 minutes just to find parking) and at the end of the day wasn’t very memorable. The correct conclusion to draw from the analogy between live teaching and live music is that at their best both are great but both are also costly and inefficient ways of delivering most teaching and most musical experiences. Excellent points (and Tabarrok has additional good points that I haven’t quoted). We’re not all
4 0.22407916 2100 andrew gelman stats-2013-11-14-BDA class G+ hangout another try
Introduction: Tomorrow (Thurs) 8h30 (Paris time) I will be teaching my Bayesian Data Analysis class (class4a.pdf and class4b.pdf, you can follow the slides here ). We had problems earlier with the regular G+ hangout, so this time we’re trying the G+ On-Air Hangout which I think should work better. I’ll post a blog entry tomorrow with a link to the hangout. Let’s hope for the best!
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Introduction: A colleague asked if I had any material for a course in sample surveys. And indeed I do. See here . It’s all the slides for a 14-week course, also the syllabus (“surveyscourse.pdf”), the final exam (“final2012.pdf”) and various misc files. Also more discussion of final exam questions here (keep scrolling thru the “previous entries” until you get to Question 1). Enjoy! This is in no way a self-contained teach-it-yourself course, but I do think it could be helpful for anyone who is trying to teach a class on this material.
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same-blog 1 0.98405713 1965 andrew gelman stats-2013-08-02-My course this fall on l’analyse bayésienne de données
Introduction: X marks the spot . I’ll post the slides soon (not just for the students in my class; these should be helpful for anyone teaching Bayesian data analysis from our book ). But I don’t think you’ll get much from reading the slides alone; you’ll get more out of the book (or, of course, from taking the class).
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Introduction: A colleague asked if I had any material for a course in sample surveys. And indeed I do. See here . It’s all the slides for a 14-week course, also the syllabus (“surveyscourse.pdf”), the final exam (“final2012.pdf”) and various misc files. Also more discussion of final exam questions here (keep scrolling thru the “previous entries” until you get to Question 1). Enjoy! This is in no way a self-contained teach-it-yourself course, but I do think it could be helpful for anyone who is trying to teach a class on this material.
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Introduction: My lecture for Greg’s class today (taken from chapters 5-6 of ARM). Also, after class we talked a bit more about formal modeling. If I have time I’ll post some of that discussion here.
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Introduction: Tomorrow (Thurs) 8h30 (Paris time) I will be teaching my Bayesian Data Analysis class (class4a.pdf and class4b.pdf, you can follow the slides here ). We had problems earlier with the regular G+ hangout, so this time we’re trying the G+ On-Air Hangout which I think should work better. I’ll post a blog entry tomorrow with a link to the hangout. Let’s hope for the best!
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Introduction: Alex Tabarrok writes : There is something special, magical, and “almost sacred” about the live teaching experience. I agree that this is true for teaching at its best but it’s also irrelevant. It’s even more true that there is something special, magical and almost sacred about the live musical experience. . . . Mark Edmundson makes the analogy between teaching and music explicit: Every memorable class is a bit like a jazz composition. Quite right but every non-memorable class is also a bit like a jazz composition, namely one that was expensive, took an hour to drive to (15 minutes just to find parking) and at the end of the day wasn’t very memorable. The correct conclusion to draw from the analogy between live teaching and live music is that at their best both are great but both are also costly and inefficient ways of delivering most teaching and most musical experiences. Excellent points (and Tabarrok has additional good points that I haven’t quoted). We’re not all
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Introduction: X marks the spot . I’ll post the slides soon (not just for the students in my class; these should be helpful for anyone teaching Bayesian data analysis from our book ). But I don’t think you’ll get much from reading the slides alone; you’ll get more out of the book (or, of course, from taking the class).
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Introduction: I received the following (unsolicited) email: Howdy Andrew, Hope you’re keeping well! I was wondering if you’re open to guest posts at Statistical Modeling, Causal Inference, and Social Science – if you are interested, I can offer an original 500-1000 word, very high quality article in fitting with the site. All research and writing will be carried out by a professional writer (namely, me) and once approved it will be entirely yours to place on the site as you see fit. I can choose a title for the article or you can suggest one and I’ll work around that. Normally I write for property and travel sites (particularly cruise and ski related), but I’m game for anything if you’re happy to entertain me. I can also include some copyright-free and high quality pictures related to the blog post. You’re probably wondering what’s in it for me, which is a fair question – in return, all I’d ask is a subtle link back in return. Other than that, the material itself would be non-commericial
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Introduction: Biostatistician Jeff Leek writes : Think about this headline: “Hospital checklist cut infections, saved lives.” I [Leek] am a pretty skeptical person, so I’m a little surprised that a checklist could really save lives. I say the odds of this being true are 1 in 4. I’m actually surprised that he’s surprised, since over the years I’ve heard about the benefits of checklists in various arenas, including hospital care. In particular, there was this article by Atul Gawande from a few years back. I mean, sure, I could imagine that checklists might hurt: after all, it takes some time and effort to put together the checklist and to use it, and perhaps the very existence of the checklist could give hospital staff a false feeling of security, which would ultimately cost lives. But my first guess would be that people still don’t do enough checklisting, and that the probability is greater than 1/4 that a checklist in a hospital will save lives. Later on, Leek writes: Let’s try ano
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Introduction: Jim Savage saw this and pointed me to this video. I didn’t actually look at it, but given that it is labeled, “For new econ Ph.D.’s about to look for a job . . . what you might expect when you give your first talk presenting your research,” I can pretty much guess what it’ll look like.
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Introduction: Somebody named Justin writes: Check this out for some probably bad statistics and bad graphs. It looks like they tallied the most frequent names of CEOs, professions, geography, etc. What inference they are trying to make from this, I have no clue. I agree this is pretty horrible isn’t the sort of graph that I would make. But, readers, please! You don’t have to just send me the bad stuff!
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