Literature Index

Displaying 3071 - 3080 of 3326

  • Updating a Classic: "The Poisson Distribution and the Supreme Court" Revisited

    Author(s):
    Julio H. Cole
    Year:
    2010
    Abstract:
    W.A. Wallis studied vacancies in the US Supreme Court over a 96-year period (1837-1932) and found that the distribution of the number of vacancies per year could be characterized by a Poisson model. This note updates this classic study.
    Location:
    http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9639.2009.00386.x/abstract

  • Usage Of Medical Journal Articles In Biostatistical Training For Residents

    Author(s):
    Deutsch, R.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    Each year, a new crop of physicians enters residency training programs in medical teaching institutions worldwide. Second and subsequent year residents continue with the programs in which they have participated in a prior year. The educational curriculum may include a biostatistical component, where the instructor is presented with an opportunity to focus on biostatistical issues bearing on various aspects of medical practice and research. This paper describes such a presentation in a university medical school residency training program. The training session centered on research findings published recently in the medical literature. Issues regarding topic, journal, and article selection, teaching aids, approaches to illustrating aspects of study design, power analysis, statistical methodology, and interpretation of results, promoting contact with a biostatistical consultant, and feedback from lecture attendees are described.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/3j3_deut.pdf

  • Use of computers in teaching statistics: Some current and projected uses of computer technology in the teaching of statistics II

    Author(s):
    Urquhart, N. S.
    Editors:
    Davidson, R., & Swift, J.
    Year:
    1986
    Abstract:
    This paper discusses five illustrations of computer enriched instruction. These illustrations are: - Computer generated assignments - Decision making in an advanced regression course - Computer drawn transparencies - Computer graphics for demonstrating statistical ideas - Lecture graphic support

  • Use of Data Visualisation in the Teaching of Statistics: A New Zealand Perspective

    Author(s):
    Sharleen Forbes, Jeanette Chapman, John Harraway, Doug Stirling, and Chris Wild
    Year:
    2014
    Abstract:
    For many years, students have been taught to visualize data by drawing graphs. Recently, there has been a growing trend to teach statistics, particularly statistical concepts, using interactive and dynamic visualization tools. Free downloadable teaching and simulation software designed specifically for schools, and more general data visualization tools are increasingly being used in New Zealand classrooms. This paper discusses four examples: the use of GenStat for Teaching and Learning Schools and Undergraduate (GTL); Auckland University’s insight and VIT (Visual Inference Tools) for teaching bootstrapping and randomization; the CAST e-books, and the use of data visualization tools to assist learning concepts in official statistics. All these tools are publically available and several are already being used internationally. .
    Location:
    http://iase-web.org/documents/SERJ/SERJ13(2)_Forbes.pdf

  • Use of external visual representations in probability problem solving

    Author(s):
    Corter, J. E., Zahner, D. C.
    Year:
    2007
    Abstract:
    We investigate the use of external visual representations in probability problem solving. Twenty-six students enrolled in an introductory statistics course for social sciences graduate students (post-baccalaureate) solved eight probability problems in a structured interview format. Results show that students spontaneously use self-generated external visual representations while solving probability problems. The types of visual representations used include: reorganization of the given information, pictures, novel schematic representations, trees, outcome listings, contingency tables, and Venn diagrams. The frequency of use of each of these different external visual representations depended on the type of probability problem being solved. We interpret these findings as showing that problem solvers attempt to select representations appropriate to the problem structure, and that the appropriateness of the representation is determined by the problem's underlying schema.

  • Use of handheld programmable calculators in statistics courses for nontechnical students

    Author(s):
    Barr, D. R.
    Editors:
    Grey, D. R., Holmes, P., Barnett, V., & Constable, G. M.
    Year:
    1983
    Abstract:
    The usefulness of stochastic models and statistical inferences in a wide range of disciplines has gradually led to the inclusion of probability and statistics courses in many academic curricula. Unfortunately, the required course in statistics is often the most disliked and feared course in a student's curriculum. This is especially the case for "nontechnical" students who generally have limited mathematical capabilities. Instructors of statistics courses for such students often feel they must devote a significant proportion of their instruction to improving the students' algebraic and computational skills. In what follows, I shall report on a program we have been using for Management Science students at the Naval Postgraduate School in Monterey, California. In this program, Texas Instruments T159 calculators are issued to all students entering the Management Science (MS) curriculum, and these personal calculators are used by the students throughout their six quarter program leading to a Master's degree in Management Science.

  • Use Of Mini-Projects In The Teaching Of Survey Sampling

    Author(s):
    Stokes, L.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    Much of the material in the graduate survey sampling course is tedious to teach and learn. The classroom is enlivened and students are better able to use the concepts taught in the course when they have some experience applying it in real populations. This paper discusses some activities or mini-projects that can be used in the classroom to give students this experience without introducing come of the complexities associated with a full-scale project.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/3k2_stok.pdf

  • Use of projects for teaching social statistics: Case study.

    Author(s):
    Chadjipadelis, T., & Andreadis, I.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    Modern teaching methods require students to be active participants in the learning process. Assigning projects to students sets a frame which cultivates the interactivity between the instructor and the students and motivates the students to explore the field. The objective of this paper is to present the results from the use of individual directed projects in the introductory statistics course at the Department of Political Sciences of Aristotle, University of Thessaloniki. We compare this group with another group of students who were taught the introductory statistics course with conventional methods. The results indicate that students in the project-based group grasped statistical concepts and ideas at a higher rate than students in the control group, had a better attitude towards statistics, and did not think that statistics is as hard to learn as students in the other group.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/17/8C3_CHAD.pdf

  • Use of Spreadsheets for Demonstrating Experimental Power and Variability

    Author(s):
    Horgan, G. W.
    Year:
    1999
    Abstract:
    The statistical power of an experiment is a subtle idea that is difficult to explain to a non-statistician, and yet it is fundamental to the design of scientific experiments. We have developed some spreadsheets that have been useful in illustrating the ideas by simulation. These allow scientists to simulate situations using parameters similar to what they expect in their own work, and to explore the effect of experimental variability. Our examples are available on the World Wide Web.
    Location:
    http://www.amstat.org/publications/jse/secure/v7n1/horgan.cfm

  • Use Of Statistical Methods In Agriculture And Allied Fields

    Author(s):
    Verma, U.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    Statistical Science is concerned with the twin aspect of theory of design of experiments and sample surveys and drawing valid inferences there from using various statistical techniques/methods. The art of drawing valid conclusions depends on how the data have been collected and analysed. Depending upon the objective of the study, one has to choose an appropriate statistical procedure to test the hypothesis. When the number of observations is large or when the researcher is interested in multifarious aspects or some time series study, such calculations are very tedious and time consuming on a desk calculator. In this context, it is essential that the manpower engaged in teaching and research is to be trained in the applications of various statistical techniques / methods through the use of computer. An attempt has been made to cover computer aided analysis (using various statistical packages) related to Descriptive Statistics, Test of Significance, Design and Analysis of Experiment, Non parametric method, Forecasting through time-series models and some Financial analysis etc. A healthy group discussion (through practical exercises) can also be held on most commonly used statistical techniques. Computing platform will involve both the environment i.e. DOS as well as Windows 2000.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/10_26_ve.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

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