Chance News 95: Difference between revisions
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==Forsooth== | ==Forsooth== | ||
A few graphics<br> | |||
<center>[[File:TopTenWorstGraphs.jpg|300px]]</center> | <center>[[File:TopTenWorstGraphs.jpg|300px]]</center> | ||
<div align=center>“Figure 2. Q-Q plots of Z scores for telomeric interval-length differences.”</div><br> | <div align=center>“Figure 2. Q-Q plots of Z scores for telomeric interval-length differences.”</div><br> | ||
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from [http://www.ncbi.nlm.nih.gov/pubmed/15627237?dopt=Abstract “Ethnicity and Human Genetic Linkage Maps”]<br> | from [http://www.ncbi.nlm.nih.gov/pubmed/15627237?dopt=Abstract “Ethnicity and Human Genetic Linkage Maps”]<br> | ||
<i>American Journal of Human Genetics</i>, February 2005</div> | <i>American Journal of Human Genetics</i>, February 2005</div> | ||
<center>[[File:EconGraph.jpg|200px]]</center> | <center>[[File:EconGraph.jpg|200px]]</center> | ||
<div align=right>[http://opinionator.blogs.nytimes.com/2013/08/24/what-is-economics-good-for/ “What Is Economics Good For?”]<br> | <div align=right>[http://opinionator.blogs.nytimes.com/2013/08/24/what-is-economics-good-for/ “What Is Economics Good For?”]<br> | ||
<i>The New York Times</i>, August 24, 2013</div> | <i>The New York Times</i>, August 24, 2013</div> | ||
<center>[[File:ConfVar.png|300px]]</center> | <center>[[File:ConfVar.png|300px]]</center> | ||
<div align=right><i>Significance</i> magazine, 2011</div> | <div align=right><i>Significance</i> magazine, 2011</div> | ||
Submitted by Margaret Cibes | Submitted by Margaret Cibes and James Greenwood | ||
==Item 1== | ==Item 1== | ||
==Item 2== | ==Item 2== |
Revision as of 17:48, 25 August 2013
Quotations
“It is worth dwelling for a moment on Egon [son of Karl] Pearson’s first-year lecture course …. [H]e was an inspirational teacher …. What was the reason for his success? [H]e was not a teacher who ladled out cookery-book recipes; rather he always seemed in his lectures to be working through and exploring problems with the class. He would wander down enticing dead-ends, but return to seek alternatives again and again until a satisfactory approach had been established. The result was that students acquired a questioning approach, not a compartmentalized approach whereby one problem was allocated to a 2 x 2 table, the next to multiple linear regression, etc.”
(1994 presidential address to the RSS)
Submitted by Margaret Cibes
Forsooth
A few graphics
American Journal of Human Genetics, February 2005
The New York Times, August 24, 2013
Submitted by Margaret Cibes and James Greenwood