Literature Index

Displaying 2961 - 2970 of 3326

  • This Passionate Study - A Dialogue with Florence Nightingale

    Author(s):
    Maindonald, J., & Richardson, A. M.
    Year:
    2004
    Abstract:
    On her death in 1910, Florence Nightingale left a vast collection of reports, letters, notes and other written material. There are numerous publications that make use of this material, often highlighting Florence's attitude to a particular issue. In this paper we gather a set of quotations and construct a dialogue with Florence Nightingale on the subject of statistics. Our dialogue draws attention to strong points of connection between Florence Nightingale's use of statistics and modern evidence-based approaches to medicine and public health. We offer our dialogue as a memorable way to draw the attention of students to the key role of data-based evidence in medicine and in the conduct of public affairs.
    Location:
    http://www.amstat.org/publications/jse/v12n1/maindonald.html

  • THOUGHTS ABOUT THE DEVELOPMENT OF TOOLS FOR COGNITIVE DIAGNOSIS OF STUDENTS' WRITINGS IN AN E-LEARNING ENVIRONMENT

    Author(s):
    IMBOS, Tjaart
    Year:
    2007
    Abstract:
    Students can be stimulated to become active learners using a tool for active writing. In our university we developed such a tool: POLARIS. Active writings of students about statistical concepts are valuable for the students and the teacher. In their writings students show their understanding of statistical topics. The problem then is how to interpret the writings of students in relation to their proficiency in statistics. Advances in cognitive psychology have extended our understanding of students' learning and broadened the range of performances that can be used to acquire evidence about the developing abilities of the students. Furthermore advanced technology has made it possible to capture complex performances of students in assessment settings. In this paper the advances in both domains will be explored in order to propose a system to monitor and diagnose students' on going learning.
    Location:
    http://www.swinburne.edu.au/lss/statistics/

  • Thoughts on the Importance of the Undergraduate Statistics Experience to the Discipline's (and Society's) Future

    Author(s):
    Brian C. Kotz
    Year:
    2010
    Abstract:
    Xiao-Li Meng's recent article "Desired and Feared - What Do We Do Now and Over the Next 50 Years?" (2009) was of particular interest to me as a former undergraduate statistics major and as an Associate Professor who teaches 12 sections of introductory statistics annually at Montgomery College, a two-year college in Montgomery County, Maryland (an adjoining county to Washington, D.C.). I approach my comments from these perspectives as I believe that these groups very much need to be represented/addressed in the discussion of Meng's observations and proposals. My remarks are also influenced by a Washington Post article published during the 2009 Joint Statistical Meetings that referred to statisticians as "superheroes," described some of the challenges we face, and ultimately presented a favorable light (in my opinion) on our discipline.
    Location:
    http://pubs.amstat.org/doi/pdf/10.1198/tast.2010.09185

  • Three Averages - Ordered by Comparing Areas

    Author(s):
    Avital Lann
    Year:
    2008
    Abstract:
    This short article gives a geometrical interpretation of the relationship between the harmonic mean, the arithmetic mean and the self-weighted mean.
    Location:
    http://www.blackwell-synergy.com/doi/full/10.1111/j.1467-9639.2007.00294.x

  • Three kinds of statistical literacy: What should we teach?

    Author(s):
    Schield, M.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    Statistical literacy is analyzed from three different approaches: chance-based, fallacy-based and correlation-based. The three perspectives are evaluated in relation to the needs of employees, consumers, and citizens. A list of the top 35 statistically based trade books in the US is developed and used as a standard for what materials statistically literate people should be able to understand. The utility of each perspective is evaluated by reference to the best sellers within each category. Recommendations are made for what content should be included in pre-college and college statistical literacy textbooks from each kind of statistical literacy.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/1a2_schi.pdf

  • Three perspectives on the central objects of study for grades PreK-8 statistics

    Author(s):
    Randall E. Groth
    Editors:
    B.J. Reys & R.E. Reys
    Year:
    2010

  • Three Statistical Business Simulations

    Author(s):
    Tryfos, P.
    Year:
    1999
    Abstract:
    The aim of this paper is to draw to the attention of statisticians teaching business students three substantial computer simulations, the single objective of which is profit maximization. It is believed that in pursuing this purely business objective, students gain a better understanding of the need for and utility of statistical methods for research, analysis, and forecasting. The full text of these simulations and the associated computer programs, teaching notes, and sample student responses may be freely downloaded and used for classroom purposes.
    Location:
    http://www.amstat.org/publications/jse/secure/v7n1/tryfos.cfm

  • TinkerPlots as a Research Tool to Explore Student Understanding

    Author(s):
    Jane Watson & Julie Donne
    Year:
    2009
    Abstract:
    This paper explores the use of the dynamic software package, TinkerPlots, as a research tool to assist in assessing students' understanding of aspects of beginning inference. Two interview protocols used previously with middle school students in printed format without computer software were introduced to a new sample of students through data sets entered in TinkerPlots. The later group of students had experienced a series of lessons using TinkerPlots but the activities were based on different data sets. Of interest in this exploratory study is an analysis of the affordances provided by TinkerPlots to researchers in their quest to assist students in explaining their thinking about the data sets. These are considered in relation to those provided by the format of the earlier interviews.
    Location:
    http://repositories.cdlib.org/uclastat/cts/tise/vol3/iss1/art1/

  • Titanic: A Statistical Exploration

    Author(s):
    Takis, S. L.
    Year:
    1999
    Abstract:
    The tremendously popular movie Titanic has rejuvenated interest in the Titanic and its passengers. Students are particularly captivated by the story and by the people involved. Consequently, when I was preparing to explore categorical data and the chi square distribution with my class, I decided to use the available data about the Titanic's passengers to interest students in these topics. This article describes the activities that I incorporated into my statistics class and gives additional resources for collecting information about the Titanic.

  • To teach, per chance, to dream

    Author(s):
    Rockmore, D. & Snell, J. L.
    Year:
    1999
    Abstract:
    What is the chance of that!? It is a question that almost all people ask--sometimes after the fact--in trying to make sense of a seemingly improbably event and, at other times, in preparation for action, as an attempt to foresee and plan for all the possibilities that lie ahead. In either case, it is mathematics in general, and probability and statistics in particular, that the public looks to for a final answer to this question. One out of one hundred, 4 to 1 odds, an expected lifetime of 75 years--these are the sorts of answers people want. When used honestly and correctly, numbers can help clarify the essence of a confusing situation by decoupling it from prejudicial assumptions or emotional conclusions. When used incorrectly--or even worse, deceitfully--they can lend a false sense of scientific objectivity to an assertion, misleading those who are not careful enough or knowledgeable enough to look into the reasoning underlying the numerical conclusions.<br><br>It is important to be able to distinguish between these two scenarios. ...
    Location:
    http://www.ams.org/notices/199908/fea-rockmore.pdf

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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