Literature Index

Displaying 2501 - 2510 of 3326

  • Teaching of survey sampling

    Author(s):
    Singh, D.
    Editors:
    Grey, D. R., Holmes, P., Barnett, V., & Constable, G. M.
    Year:
    1983
    Abstract:
    Sampling techniques may be considered as technology for information production needed for planning socio-economic development. In teaching the sampling course, a balance between sampling theory and its application is required to be maintained. This can be achieved only if a course on design follows practical exercises based on live data. Demonstrations of conduct of actual surveys by involving students from the initial stage of planning to the final stage of reporting the results may be considered as an integral part of the course. A proper sequence in planning the course may be helpful from the communication point of view. Adequate emphasis on the role of sampling and non-sampling errors in interpreting the survey results may be laid. To maximise the utilities of training and research in sampling techniques, there is a need of developing an integrated programme of teaching, research and extension.

  • Teaching Of The System Of National Accounts - The Ukrainian experience

    Author(s):
    Motoryn, R.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    The important task for Ukraine is the training of specialists of the the system of national accounts (SNA) for the market economy. Therefore content of teaching of the SNA has transition to the International Standards. In 1993 the new government of the Ukraine confirmed conception of the transition of the National Ukrainian Statistics to the International Standards. Now the Ukraine has transition from planned to market economy in the areas of productive forces, structure of economy, the integration of economy to international economy and the social role of the state institutions. Knowledge about the SNA is needed for specialists of economics, management, statistics, international economy and other. I elaborate the course of the system of national accounts for the training of official statisticians and teaching of students in Universities of Economics in Ukraine.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/4c4_moto.pdf

  • Teaching Official Statistics In An Irish University Statistics Department

    Author(s):
    Murphy, P.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    This paper will outline the development of a course in Official Statistics presented in the Department of Statistics, University College Dublin, Ireland. Courses in official statistics would generally not be found in university statistics' departments but the experience in UCD may help others decide that such courses may deserve a position alongside the more traditional academic statistics courses.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/4e5_murp.pdf

  • Teaching Optimal Design of Experiments Using a Spreadsheet

    Author(s):
    Goos, P. & Leemans, H.
    Year:
    2004
    Abstract:
    In this paper, we present an interactive teaching approach to introduce the concept of optimal design of experiments to students. Our approach is based on the use of spreadsheets. One advantage of this approach is that no complex mathematical theory is needed nor that any design construction algorithm has to be discussed at the introductory stage. Another benefit is that the students build all necessary matrices for concrete examples starting from a sensible initial design. By modifying the initial design by trial and error, they can try to improve the properties of the parameter estimators interactively. For problems in which finding the optimal design is not evident, they can use optimization software which is readily available in the spreadsheet software.
    Location:
    http://www.amstat.org/publications/jse/v12n3/goos.html

  • Teaching power analysis using regular statistical software

    Author(s):
    O'Brien, R. G.
    Editors:
    Davidson, R., & Swift, J.
    Year:
    1986
    Abstract:
    This paper presents a simple, unifying approach for teaching and computing power analysis for research designs involving linear and log-linear modeling. The principal advantage of this approach is that it borrows concepts, terminology, and software commonly used for data analysis within these systems. The scheme allows one to easily study the power of any test that can be performed with one's favorite linear or log-linear models routine, thereby making the method more flexible, precise, and "friendly" than table-based methods, such as those by Cohen (1977) and others.

  • Teaching Prediction Intervals

    Author(s):
    Preston, S.
    Year:
    2000
    Abstract:
    Teaching prediction intervals to introductory audiences presents unique opportunities. In this article I present a strategy for involving students in the development of a nonparametric prediction interval. Properties of the resulting procedure, as well as related concepts and similar procedures that appear throughout statistics, may be illustrated and investigated within the concrete context of the data. I suggest a generalization of the usual normal theory prediction interval. This generalization, in tandem with the nonparametric method, results in an approach to prediction that may be systematically deployed throughout a course in introductory statistics.
    Location:
    http://www.amstat.org/publications/jse/secure/v8n3/preston.cfm

  • Teaching Principles of One-Way Analysis of Variance Using M&M's Candy

    Author(s):
    Todd A. Schwartz
    Year:
    2013
    Abstract:
    I present an active learning classroom exercise illustrating essential principles of one-way analysis of variance (ANOVA) methods. The exercise is easily conducted by the instructor and is instructive (as well as enjoyable) for the students. This is conducive for demonstrating many theoretical and practical issues related to ANOVA and lends itself to multiple possible configurations of ANOVA results, leading to rich classroom discussion and deeper student understanding of real-world applications of the methods.
    Location:
    http://ww2.amstat.org/publications/jse/v21n1/schwartz.pdf

  • Teaching Probability And Statistics To 10 Years Old Children

    Author(s):
    Berrondo-Agrell, M.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    Here is the description of a presentation of probability-statistics science to 10 years old children. This pedagogical experiment is based on a reasoning with images rather than direct simulations and can be divided into 7 parts:<br><br>1. Demonstrating continuity with what they already knew in math.<br>2. Showing with easy graph theory that a drawing can be math.<br>3. Presenting the basis of Boolean algebra thanks to our Boolean Bingo.<br>4. Introducing measurement theory on areas, using generalized Venn diagrams.<br>5. Throwing 3 coins and analysing the results.<br>6. Throwing 2 dice and analysing the results.<br>7. Using their great new ability to win chewing gums, images, sweets, or cookies while playing simple dice or coins games with other children.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/6g2_agre.pdf

  • Teaching probability and statistics: Stochastik in der Schule

    Author(s):
    Fillbrunn, G., &amp; Pahl, P.
    Year:
    1980
    Abstract:
    Manual for teachers about the subjects probability calculus and statistics in German secondary classes with lesson plans, teaching units, reports on class experiments and mathematical facts. Contents: intuitive probability, statistics in 6th grade using a BASIC-desk computer, descriptive statistics in 7th and 8th grades, probability calculus in upper secondary, limit theorems, inference statistics.

  • Teaching Probability through modeling Real Problems

    Author(s):
    Konold, C.
    Year:
    1994
    Abstract:
    This article describes a lesson that exemplifies an alternative approach to teaching introductory probability. In this approach, students learn to apply probability models to real-life situations and estimate probabilities through conducting simulations. (See NCTM [1981] for several articles on using simulations in teaching probability.) The particular activity described in this article has been used in high school and introductory college courses for which Macintosh laboratories and the simulation tool Pro Sim (1992) were available. However, it could be done using other software, or without computers, by having students model the problem by flipping coins and pooling the class's data.
    Location:
    RISE

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The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education