Literature Index

Displaying 2901 - 2910 of 3326

  • The Teaching and Learning of International Statistics in Transitional Country: Case of Ukraine

    Author(s):
    Motoryn, R.
    Editors:
    Starkings, S.
    Year:
    2000
    Abstract:
    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. The three stage planned realisation of the conception are:<br><br>1) Preparatory. It is determined of organisational, methodical, fundamental, essential principals of the transition of the Ukrainian statistics to international standards.<br>2) Transitional. Then these principles are introduced (take root) to practice of statistics.<br>3) Final. It is attainment integration of all the sphere of the statistical activity.<br>Now Ukrainian statistics have come to the second level.<br><br>The important task for Ukraine is the training of specialists of the Economic Statistics required for the market economy. Therefore the content of teaching Economic Statistics has transition to the International Standards. Knowledge about international statistics is need for specialists of economics, management, statistics, international economy and other. I have elaborated the course of International Economic Statistics for the students of Universities of Economics of Ukraine. In this paper only the problems of the statistics of population, labour, industry, agriculture, trade, prices and the Systems of National Accounts are considered.
    Location:
    see Papers on Statistical Education from ICME-9 item #2834

  • The Teaching And Practical Implementation Of The Non-Parametric Bootstrap

    Author(s):
    Swanepoel, C. J.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    The bootstrap is a general resampling procedure which can be applied to estimate the sampling distribution of a statistic. From the statistical practitioner's point of view it has attractive properties because it requires few assumptions, little modeling or analysis, and can be applied in an automatic way in a wide variety of situations regardless of their theoretical complexity. The bootstrap can provide answers to questions that are too complicated for traditional statistical analyses, which are usually based on asymptotic normal approximations. A brief discussion of the non-parametric bootstrap is presented, followed by examples and illustrations. Possible suggestions regarding the teaching of these concepts at various levels are made. The key requirements for computer implementation of the bootstrap method include a flexible programming language with a collection of reliable quasi-random number generators, a wide range of built-in statistical bootstrap procedures and a reasonably fast processor. The use of the statistical languages S and Fortran, using the current commercial versions S-Plus 4.5 and Digital Fortran 6.0, are illustrated.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/3g1_cswa.pdf

  • The Teaching Of Confidence Interval And Prediction Interval

    Author(s):
    Hin, P. A. &amp; Ping, T. P.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    We attempt to use simulation to teach confidence interval for the slope parameter and prediction interval for the future observation in the simple linear regression model. Computer program in JAVA is written to illustrate the simulation in a step-by-step manner. As the observation vector is being generated, the scatter diagram, fitted line and confidence interval will be displayed. Histograms for the individual observations will be built up slowly and the proportion of confidence intervals covering the true value will be updated .The students will realize that the proportion tends to the desired value. Similarly prediction interval can be taught by using simulation .The students will realize that the average value of the proportion of the future observations falling inside the prediction interval tends to the desired value.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/10_28_hi.pdf

  • The Teaching of Probability &amp; Statistics: Proceedings of the first CSMP International Conference

    Author(s):
    Rade, L., (Ed.)
    Year:
    1970
    Abstract:
    Under the sponsorship of the Central Midwestern Regional Educational Laboratory (CEMREL) and Southern Illinois University, the first international CSMP (Comprehensive School Mathematics Program) conference was held in Carbondale, Illinois, USA, from March 18 to 27, 1969. The subject of the conference was the teaching of probability and statistics at the pre-college level. In this volume are contained all the papers presented at the conference, background information about CEMREL and CSMP, the recommendations of the conference and a bibliography on the teaching of probability and statistics.

  • The teaching of probability and statistics in schools: Issues for interdisciplinary reflection

    Author(s):
    Lombardo, E., Rossi, C., &amp; Zuliani, A.
    Editors:
    Brunelli, L., &amp; Cicchitelli, G.
    Year:
    1993
    Abstract:
    In the following discussion several issues are presented for interdisciplinary reflection on the teaching of Probability and Statistics in preparatory school. they are set out according to a scheme which links this particular subject, with, in the first place, other disciplines - mathematics, physical-natural sciences, humanities and social sciences; secondly, with the variables of individual learning and modes of scholastic organization; and finally, with environmental variables (see scheme 1). The scheme is organized around problems and disciplines involved in the didactic complex and incorporates many features of the learning-teaching process. Some of the issues originate in the Italian reality; they may also be valid in other national contexts.

  • The teaching of sample design to government statisticians from developing countries

    Author(s):
    Garrett, J. K.
    Editors:
    Grey, D. R., Holmes, P., Barnett, V., &amp; Constable, G. M.
    Year:
    1983
    Abstract:
    This paper discusses the education and training given to participants specializing in Sampling and Statistical Methods at the ISPC. This education and training in survey sampling is conducted through linkage of sampling concepts with the various other survey-related skills and fields. This means, among other things, that it is not sufficient to merely offer a course on sampling theory when the objective is to train participants to be functioning sampling practitioners and technicians. While this paper primarily discusses the training in sampling conducted at the ISPC for statisticians from developing countries, it is nevertheless felt that most of the remarks are relevant to the teaching of survey sampling in general.

  • The teaching of statistics and probability in the Italian junior high school

    Author(s):
    Fabbris, L.
    Editors:
    Davidson, R., &amp; Swift, J.
    Year:
    1986
    Abstract:
    In 1979, the Italian Ministry of Education issued a new curriculum for the Junior High School. Among other innovations, the curriculum introduced the teaching of statistics and probability. In 1982, three years after the first decree, an exploratory survey for evaluating the reactions of teachers to the situation and the prospects for the so-called "mathematics of uncertainty and probability" was carried out in the Venetian district. A large survey was carried out in the remaining Italian districts in 1983. Examining the obtained responses, a profile of the teachers is sketched and some answers to questions we had in mind while we began the research are given: "Is statistics taught?", "Which parts of statistics and probability are taught?', "Why some teachers put off the teaching of statistics?" . In the last two paragraphs, comments on prospects for the teaching of statistics are presented together with suggestions that, if put into practice, might improve the situation described.

  • The teaching of statistics in French secondary schools

    Author(s):
    Dumousseau, G.
    Editors:
    Grey, D. R., Holmes, P., Barnett, V., &amp; Constable, G. M.
    Year:
    1983
    Abstract:
    Statistics is not at present taught to French 11 to 15 year olds. Syllabuses do not require it and text books offer very few activities or exercises bearing on statistics. Very simple statistical sequences may be found in some books, in the sections on proportionality, percentages or reading graphs. This paper presents research supporting the development of the teaching of statistics in secondary schools.

  • The teaching of statistics in Hong Kong schools

    Author(s):
    Cheung, Y. L.
    Editors:
    Hawkins, A.
    Year:
    1990
    Abstract:
    This paper describes the history of teaching statistics in Hong Kong.
    Location:
    RISE

  • The teaching of statistics in the secondary schools of Sudan

    Author(s):
    Downham, D. Y., &amp; Gattar, H.
    Editors:
    Barnett, V.
    Year:
    1982
    Abstract:
    This short review describes the present situation of statistics in the secondary school system in Sudan.

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