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Why do articles appear in print when study methods, analyses, results, and conclusions are somewhat faulty? [This may be considered as a follow-up to an earlier edstat interchange.] My first, and perhaps overly critical, response is that the editorial practices are faulty. I don't find Dennis Roberts' "reasons" in his 27 Apr message too satisfying. I regularly have students write critiques of articles in their respective areas of study. And I discover many, many, ... errors in reporting. I often ask myself, WHY? I can think of two reasons: 1) journal editors can not or do not send manuscripts to reviewers with statistical analysis expertise; and 2) manuscript originators do not regularly seek methodologists as co-authors. Which is more prevalent? For whatever it is worth ... Carl Huberty
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Dear Eric, I'm writing my summer school course outline, and would like to know what the budget is for outside speakers before approaching anyone. The outline should be finished by the end of next week. best wishes, janeh application/ms-tnef
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Hello: I am starting to work on a longitudinal survey project and am looking for some classical references for the panel analysis. Any suggestions will be greatly appreciated. Thanks! Sincerely, Chris = Instructions for joining and leaving this list and remarks about the problem of INAPPROPRIATE MESSAGES are available at http://jse.stat.ncsu.edu/ =
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well, this is a tricky sort of ? if in fact, all REAL scores that actually convert to a SAT value ... anything = to or > than 800 are listed as ... 800 ... then, the ? really can't be ... what is the p value for having 800 or more ... has to be what is the p value for 800 but, the question being asked is probably wanting you to assume that scores could go larger than 800 ... so, for all practical purposes ... it amounts to a ? of 800 or more ... minitab would say: MTB > cdf 800; SUBC> norm 500 100. Cumulative Distribution Function Normal with mean = 500.000 and standard deviation = 100.000 xP( X <= x ) 800.0.9987 MTB > let k1=1-.9987 MTB > prin k1 Data Display K10.0013 MTB > let k2=100*k1 MTB > prin k2 Data Display K20.13 ... as a percent ... about .13 of ONE percent ... about the value you have as the answer MTB > At 08:23 PM 4/2/01 +, Jan Sjogren wrote: >SAT scores are approximately normal with mean 500 and a standard >devotion 100. Scores of 800 or higher are reported as 800, so a perfect >paper is not required to score 800 on the SAT. What percent of students >who take the SAT score 800? > >The answer to this question shall be: SAT scores of 800+ correspond to >z>3; this is 0.15%. > >Please help me understand this. I dont understand how I get that z>3??? >and that it is 0.15%? > >Thanks for help > > > > > >= >Instructions for joining and leaving this list and remarks about >the problem of INAPPROPRIATE MESSAGES are available at > http://jse.stat.ncsu.edu/ >= _ dennis roberts, educational psychology, penn state university 208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED] http://roberts.ed.psu.edu/users/droberts/drober~1.htm = Instructions for joining and leaving this list and remarks about the problem of INAPPROPRIATE MESSAGES are available at http://jse.stat.ncsu.edu/ =
SAT z>3 (Was: Re: (no subject))
Everything you need is in what you wrote. You do understand that "z" is the usual shorthand for "a standard score", and that a standard score is the representation of a given raw score as its deviation from the population mean in standard-deviation units? The rest is merely a lookup in a table of the standard normal distribution. (I find it to be somewhat less than 0.15%, though.) -- DFB. On Mon, 2 Apr 2001, Jan Sjogren wrote: > SAT scores are approximately normal with mean 500 and a standard > devotion 100. Scores of 800 or higher are reported as 800, so a > perfect paper is not required to score 800 on the SAT. What percent > of students who take the SAT score 800? > > The answer to this question shall be: SAT scores of 800+ correspond > to z>3; this is 0.15%. > > Please help me understand this. I don't understand how I get that > z>3??? and that it is 0.15%? Donald F. Burrill [EMAIL PROTECTED] 348 Hyde Hall, Plymouth State College, [EMAIL PROTECTED] MSC #29, Plymouth, NH 03264 603-535-2597 184 Nashua Road, Bedford, NH 03110 603-471-7128 = Instructions for joining and leaving this list and remarks about the problem of INAPPROPRIATE MESSAGES are available at http://jse.stat.ncsu.edu/ =
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SAT scores are approximately normal with mean 500 and a standard devotion 100. Scores of 800 or higher are reported as 800, so a perfect paper is not required to score 800 on the SAT. What percent of students who take the SAT score 800? The answer to this question shall be: SAT scores of 800+ correspond to z>3; this is 0.15%. Please help me understand this. I dont understand how I get that z>3??? and that it is 0.15%? Thanks for help = Instructions for joining and leaving this list and remarks about the problem of INAPPROPRIATE MESSAGES are available at http://jse.stat.ncsu.edu/ =
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[EMAIL PROTECTED]; [EMAIL PROTECTED]; [EMAIL PROTECTED]; [EMAIL PROTECTED]; [EMAIL PROTECTED]; [EMAIL PROTECTED]; ++ +++ CONFERENCE ANNOUNCEMENT +++ + Fifth Annual BEYOND THE FORMULA Introductory Statistics For A New Century: Integrating New Curriculum Ideas and Modern Techniques Into Our Beginning Statistics Course A Statistics Conference for Mathematics Teachers Teaching Introductory Statistics [This conference is for all teachers of Introductory Statistics, from those teaching the first time to the experienced teacher. There are sessions planned for all.] DATE: Thursday, August 2, 2001, 8:00 AM to 8:15 PM Friday, August 3, 2001, 8:00 AM to 3:45 PM LOCATION: Monroe Community College 1000 East Henrietta Road, Rochester, NY 14623 SPEAKERS: Roxy Peck, California Polytechnic State U, Keynote Speaker Peter Carlson, Delta College Julie Morrisett Clark, Hollins University Gloria Dion, Educational Testing Service Robert W. Hayden, Plymouth State College Jim Higgins, Kansas State U John P. Holcomb, Jr., Cleveland State U Deborah J. Rumsey, Ohio State U Tom Short, Villanova U Mike Simpson, Key College Publishing PROGRAM INCLUDES: Several sessions focusing on how to integrate new materials into the beginning course, Several sessions encompassing classroom teaching strategies and curriculum issues, Several hands-on computer (web and software) and calculator sessions, Dinner and an after-dinner speaker, Publisher's Book Exhibit And much more!! MAJOR THEMES INCLUDE: Teaching Techniques Technology Curriculum Applications WEBSITE: www.monroecc.edu/depts/math/beyond1.htm Find out more about the Beyond The Formula conferences: Conference History 2001 Conference: Speakers, Titles, Abstracts, Schedule Registration Form Hotel and Travel Instructions Can't find the information you want? Email the Steering Committee: [EMAIL PROTECTED] = Instructions for joining and leaving this list and remarks about the problem of INAPPROPRIATE MESSAGES are available at http://jse.stat.ncsu.edu/ =
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subscribe edstat-L Vadim Abbakoumov = Instructions for joining and leaving this list and remarks about the problem of INAPPROPRIATE MESSAGES are available at http://jse.stat.ncsu.edu/ =
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subscribe edstat-L Mark Humphries = Instructions for joining and leaving this list and remarks about the problem of INAPPROPRIATE MESSAGES are available at http://jse.stat.ncsu.edu/ =
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subscribe edstat-l jineshwar singh Jineshwar Singh Business Department George Brown College St .James campus [EMAIL PROTECTED] * You cannot control how others act but you can control how you react. 416 -415-2089 http://www.gbrownc.on.ca/~jsingh = Instructions for joining and leaving this list and remarks about the problem of INAPPROPRIATE MESSAGES are available at http://jse.stat.ncsu.edu/ =
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