Literature Index

Displaying 1021 - 1030 of 3326
  • Author(s):
    Davis, M.
    Year:
    1992
    Abstract:
    Because of the abstract nature of fundamental concepts in statistics, full understanding of the most basic concepts can be elusive for students. While some students are apt at mimicking the professor's choice of terminology or application of a particular procedure, they often lack an intuitive feel for or visualization of key concepts. As professors, we need to be aware that correct answers do not necessarily indicate understanding. We need to give students experiences that go beyond textbook exercises in order to prove their understanding of statistical concepts and then to push students to deeper levels of understanding. Group projects, based on real or simulated data, are an effective means of accomplishing these goals.
    Location:
  • Author(s):
    Botting, B. & Stone, D.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    In this paper I report two separate studies of congenital anomalies, one of which was generated by a media alarm, and the second that needed to disseminate research findings to the public through the mass media. There are many similarities between the two pieces of work and the process of disseminating results. Both show the importance of working with the media to share our work in an informed way to present a true evaluation of risks to the public. The first study, generated by media concern, was based on a cluster of four English babies born without a left hand. Although this original cluster on which the first part of this paper is based was several years ago, there are several important messages resulting from this work which are still as relevant today. The second study reports the findings of a collaborative study, known as EUROHAZCON, based in different locations in Europe, which tested whether living close to a landfill site was a risk factor for congenital anomalies. The media can have a huge impact both on what we do within our Congenital Anomaly Registers and in how we do it. It is useful to reflect on these studies and evaluate how the media influenced our work at the time. In particular, dealing with the media can be very time consuming whilst we are still trying to focus on the epidemiology.
  • Author(s):
    Shen, S. M., & Yue, S. K. W.
    Editors:
    Vere-Jones, D., Carlyle, S., & Dawkins, B. P.
    Year:
    1991
    Abstract:
    This paper tries to investigate the feasibility of such a supplementary programme including 1) the feelings and opinions of the students who have participated in such projects, 2) whether there exists a sufficient supply of such research projects, and 3) the possible benefits the participating students can give to the research investigators.
  • Author(s):
    Chance, B. L.
    Year:
    1997
    Abstract:
    In an effort to align evaluation with new instructional goals, authentic assessment techniques (see, e.g., Archbald and Newman, 1988, Crowley, 1993, and Garfield, 1994) have recently been introduced in introductory statistics courses at the University of the Pacific. Such techniques include computer lab exercises, term projects with presentations and peer reviews, take-home final exam questions, and student journals. In this article, I discuss the University of the Pacific's goals and experiences with these techniques, along with strategies for more effective implementation.
  • Author(s):
    Ahmad, N.
    Editors:
    Vere-Jones, D., Carlyle, S., & Dawkins, B. P.
    Year:
    1991
    Abstract:
    This paper presents a summary of the syllabi (statistical part) of different stages of education and addresses aiding factors and adverse issues in The Gambia.
  • Author(s):
    Ghinis, D., Chadjipantelis, T. & Bersimis, S.
    Editors:
    Goodall, G.
    Year:
    2005
    Abstract:
    In this article, we present the main findings of an experiment which involves teaching statistics in the 5th and 6th grade classes of Greek elementary schools. This experiment focused on the evaluation of the potentials of teaching statistical concepts and methods using directed projects.
  • Author(s):
    McDonald, L. L.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    I report on my experience in consulting with environmental biologists on applications of statistical methods while on a tour of State Nature Reserves and National Parks in Russia, 2003. The biologists that I worked with were well trained in mathematics in comparison to biologists trained in the United States. I also found some biologists with advanced graduate degrees to be well trained in analysis of time series data. However, training in many basic applied statistical methods was either absent, poor, or incorrect. This lack of knowledge of applied statistical methods greatly limits the ability of biologists to design observational studies or manipulate experiments and publish results of their work outside Russia. If there are individuals actively teaching applied statistics in Russia among the audience or among the readers of the proceedings of this conference, I apologize if I have offended anyone. The gap in knowledge of applied statistics is real, however, and I would appreciate communicating with you.
  • Author(s):
    Chance, B. L.
    Year:
    1997
    Abstract:
    In an effort to align evaluation with new instructional goals, authentic assessment techniques (see, e.g., Archbald and Newmann 1988, Crowley 1993, and Garfield 1994) have recently been introduced in introductory statistics courses at the University of the Pacific. Such techniques include computer lab exercises, term projects with presentations and peer reviews, take-home final exam questions, and student journals. In this article, I discuss the University of the Pacific's goals and experiences with these techniques, along with strategies for more effective implementation.
  • Author(s):
    Stephenson, W. R.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    In 1994-95 the Department of Statistics at Iowa State University first offered a new two-semester sequence of distance education courses, Applied Statistics for Industry I & II. The courses were designed to meet the needs of engineers and managers in industrial settings. The courses are filmed during the on-campus delivery of the class and videotapes are sent to off-campus students for viewing the following week. Over the past 10 years, a major emphasis in statistics education has been the active participation of students in the practice of statistics. The Present paper will discuss strategies for incorporating activities and other practical experiences into a distance education course. We will also explore the use of technology to enhance the active statistics experience for students at a distance.
  • Author(s):
    Teague, D. J.
    Editors:
    Burrill, G. F.
    Year:
    2006
    Abstract:
    This article considers some of the methods the experimenter has for managing planned, systematic variability, chance like variability and unplanned, systematic variability in the context of an example. The methods used are control, randomization, replication, and blocking.

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