- Forwarded message from David A. Heiser -
I don't agree with Demming. Life is essentially a matter of diversity, and
being able to find one's own "niche". The process of ranking is inherent in
life whenever there is stress on a population. Going to college is indeed
"stress".
- End
Hi
On Tue, 21 Dec 1999, Peter Westfall wrote:
> Regarding making the standard deviation large, Deming would say that
> management's (professors, administrators) job entails minimizing
> variation among students. This can be done in the usual ways -
> admissions procedures, advising, prerequisite
Rich Ulrich wrote in message ...
>On Tue, 21 Dec 1999 09:34:53 +0800, "DIAMOND Mark" <[EMAIL PROTECTED]>
>wrote:
>Well, Mr Noname@noname, since I can't write to an address.
>And I will follow an example that I read lately and say that I don't
>feel kindly towards people who don't give a name and
- Forwarded message from Peter Westfall -
Bob Hayden wrote:
> - Forwarded message from Peter Westfall -
>
> Deming himself (if I remember correctly) graded everyone as "A" until
> the administration noticed, and then they made his courses Pass-Fail.
>
> Deming was also very much
- Original Message -
From: Peter Westfall <[EMAIL PROTECTED]>
To: <[EMAIL PROTECTED]>
Sent: Tuesday, December 21, 1999 6:45 PM
Subject: Re: adjusting marks
>
>
> Bob Hayden wrote:
>
> > - Forwarded message from Peter Westfall -
> >
> > Deming himself (if I remember correctly) gr
Bob Hayden wrote:
> - Forwarded message from Peter Westfall -
>
> Deming himself (if I remember correctly) graded everyone as "A" until
> the administration noticed, and then they made his courses Pass-Fail.
>
> Deming was also very much against ranking students in any way, except
> for
- Forwarded message from Peter Westfall -
Deming himself (if I remember correctly) graded everyone as "A" until
the administration noticed, and then they made his courses Pass-Fail.
Deming was also very much against ranking students in any way, except
for the possible exception of identi
dennis roberts wrote:
> At 02:34 PM 12/21/99 -0600, EAKIN MARK E wrote:
> >Dennis Roberts writes:
>
> i said this ...
>
> >>
> >> third ... usually, "curving" means lowering the cutoffs ... that were
> >> established at the beginning of a course (maybe in the syllabus) if
> >> that is the
Dennis writes:
>
> but, i counter counter with ...
>
> sorry ... grading is PRIMARILY a subjective activity ... there is no other
> way to put it. now, you can have test scores, project scores, other
> observations, speeches, homework, knowledge from previous classes, etc.
> ... you name it. b
At 02:34 PM 12/21/99 -0600, EAKIN MARK E wrote:
>Dennis Roberts writes:
i said this ...
>>
>> third ... usually, "curving" means lowering the cutoffs ... that were
>> established at the beginning of a course (maybe in the syllabus) if
>> that is the case ... then there is NO statistical
Dennis Roberts writes:
>
> third ... usually, "curving" means lowering the cutoffs ... that were
> established at the beginning of a course (maybe in the syllabus) if
> that is the case ... then there is NO statistical rationale for this ...
> simply, your "gut" feeling that not enough st
On 19 Dec 1999 21:19:19 -0800, [EMAIL PROTECTED] (Donald F.
Burrill) wrote:
> On 18 Dec 1999, Archtopist wrote:
>
> > Happy holidays! I am developing a map of the annual probability of
> > burning (in a wildfire) for a mountainous area. I have a map with
> > cells labeled according to
> >
"Donald F. Burrill" wrote:
> Inicidentally, I'd strongly recommend constructing interaction variables
> that are orthogonal at least to their own main effects (and lower-order
> interactions, when there are any), and possibly orthogonal to some or all
> of the apparently irrelevant other predic
I assume she intends to move all marks up or down in tandem. I assume too
that the marks themselves are quantitative along some sort of continuum.
Regardless, the easiest thing would be to rank order them and make a decision
where the cutoff lines for A's, B's, etc.make sense. I don't see t
On 21 Dec 1999, R.W. Hutchinson wrote:
> There are persistent rumours that the U.S. Air Force, which has a
> massive educational system, including teacher-training, does a far and
> away better job of "education" than the "public school system." You
> don't have to be outstandingly intelligent
On Tue, 21 Dec 1999 09:34:53 +0800, "DIAMOND Mark" <[EMAIL PROTECTED]>
wrote:
> I have a problem which, in the end, comes down to making an inference about
> a difference between means, but it seems more complicated than any example I
> can find in Croxton's Applied General Statistics or Sach's A
[EMAIL PROTECTED] writes:
>My wife wants to adjust marks for a course she is marking. Does someone
>have
>a formula or something for using a bell curve to move them up or down?
>
>I have done this sort of thing about 15 years ago, but I can't remember
>any
>of it!
>
Use a calculator to find the av
Ronald B. Livingston asked:
>Are there "standards" for describing the skew of a distribution? For
>example, 0 to 1 = mild; 1 - 2 = moderate, etc. I am aware of tests of
>significance for skew, but with large samples practically any skew is
>significant. Any references would be appreciated.
Last vacation I enjoyed reading Jostein Gaarder's "Sophie's World" which is
an engaging and thought-provoking introduction to philosophy presented in
the form of a novel. I can also recommend the following two books on
mathematics and two other books on philosophy.
John Allen Paulos "A Mathematic
I personally like THE HISTORY OF STATISTICS , The measurement of
uncertainity before 1900, by Stephen M. Stigler.
Kanaka
-Original Message-
From: pbern10 [SMTP:[EMAIL PROTECTED]]
Sent: Thursday, December 16, 1999 1:35 PM
To: Humberto Barreto; Graha
first, why does she want to do this?
second, does the distribution as is, look like a normal distribution? if
not ... why would you want to FORCE it to look like that?
third ... usually, "curving" means lowering the cutoffs ... that were
established at the beginning of a course (maybe in the
Sorry to get so close to "off topic" but:
There are persistent rumours that the U.S. Air Force, which has a massive educational
system, including teacher-training, does a far and away better job of "education"
than the "public school system." You don't have to be outstandingly intelligent
>I am trying to write some code which will churn
>out a set of values representing the cumulative
>density function of the Student t-distribution,
>for a given probability and range of DFs.
>
>Can anyone tell me what I should be trying to
>code?
>
>I can find dozens of tables which list the values
I'm intressted in working with excel addins.
does anyone have experiences with that or can give me helpful links?
Any input would be appreciated.
Please respond to [EMAIL PROTECTED] so we don't overload the group.
Andreas Stadie
"Patrick D. Rockwell" wrote:
> Avi Lev wrote:
>
> > this translates into: P = SIG[i=1..n](PI[j=1,j!=i..n] (dj)) -
>
> Hi. What is j! ? I know what the PI operator is, but what does
> PI[j=1,j!=1..n] do?
I would guess j = 1 to n, excluding j = i.
--
Erik Max Francis | icq 16063900 | email [
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