__
Logos Traducciones -
www.logos.it
__
Pluma y Fuente del 02/10/2001. Edición Nº 178.
Informaciones seleccionadas
por Reporters Online
EDITORIAL DEL DÍA.
¿Los Estados Unidos, tan
trágicamente golpeados por el terrorismo, han decidido
SRS = simple random sample.
cheers
Michelle
Paul Bellamy [EMAIL PROTECTED] wrote in message
UD2t7.56886$[EMAIL PROTECTED]">news:UD2t7.56886$[EMAIL PROTECTED]...
Thanks alot - what does SRS mean?
Also what does frequentist mean - I have also seen that word?
Dennis Roberts [EMAIL PROTECTED]
Nimish Shah wrote:
Dear DL Students,
I have Ph.D. degree in mathematics, physics, electrical engineering,
computer science.
Can you please post details of your 3 PhDs!
Four, surely?
-R. Dawson
=
Title: RE: Logistic Regression vs Chi Square test in the following scenario
Nick writes:
Let's say I have two variables: y is the dependent variable, x is the
independent variable. Both variables are binary and discrete.
I want to see if there is a relation between x and y.
Is it possible
On 1 Oct 2001 13:36:05 -0700, [EMAIL PROTECTED] (Nick) wrote:
[ snip, ... and data ]
etc etc. Both variables are binary and discrete.
I want to see if there is a relation between x and y.
Is it possible to use logistic regression analysis in this case and
generate a p value from a F
On 27 Sep 2001, Paul R. Swank wrote:
Some years ago I did a simulation on the pretest-posttest control group
design lokking at three methods of analysis, ANCOVA, repeated measures
ANOVA, and treatment by block factorial ANOVA (blocking on the pretest using
a median split). I found that that
Rich Ulrich [EMAIL PROTECTED] wrote in sci.stat.edu:
Just a reminder, folks -
The Usenet group sci.stat.edu is linked to a mailing list.
I posted to the newsgroup and got a bounce message about my mail
to someone at Stanford. I don't know enough about mailing-list
software to suggest
Jill Binker [EMAIL PROTECTED] wrote in sci.stat.edu:
Even assuming the test yields a good measure of how well the students know
the material (which should be investigated, rather than assumed), it isn't
telling you whether students have learned more from the class itself,
unless you assume all
Gus Gassmann [EMAIL PROTECTED] wrote in sci.stat.edu:
Stan Brown wrote:
Another instructor and I gave the same exam to our sections of a
course. Here's a summary of the results:
Section A: n=20, mean=56.1, median=52.5, standard dev=20.1
Section B: n=23 mean=73.0, median=70.0, standard
At 06:07 PM 10/2/01 +, Jon Miller wrote:
The neat thing about math is the numerical answer doesn't matter, just the
method.
Jon Miller
gee ... i hope you don't really mean that ... if so, that will take your
bank off the hook IF they royally mess up your bank statement and interest
Hello All --
Not only that, I have an old Tacoma Narrows Bridge I'd like to sell
someone.
-- Chris
Chris Olsen
George Washington High School
2205 Forest Drive SE
Cedar Rapids, IA
(319)-398-2161
The neat thing about math is the numerical answer doesn't
matter, just the
method.
At 02:36 PM 10/2/01 -0500, Olsen, Chris wrote:
Hello All --
Not only that, I have an old Tacoma Narrows Bridge I'd like to sell
someone.
some interesting urls about this
http://www.enm.bris.ac.uk/research/nonlinear/tacoma/tacoma.html
There are three kinds of mathematician those that can count and those that
can't :-)
--
Stuart Gall
This message is not provable.
Nimish Shah [EMAIL PROTECTED] wrote in message
[EMAIL PROTECTED]">news:[EMAIL PROTECTED]...
Dear DL Students,
On Mon, 1 Oct 2001 21:52:08 +0200, Bernhard Kuster
[EMAIL PROTECTED] wrote:
[me]
I think I am trying to say, gently, that your basic question doesn't
make very good sense to me; and it did not, to Dennis, either.
Optimal is one problematic word. Another problem is that
you seem to
Stan Brown wrote:
I had already decided to lead off with an assessment test the first
day of class next time, for the students' benefit. (If they should
be in a more or less advanced class, the sooner they know it the
better for them.) But as you point out, that will benefit me too.
The
15 matches
Mail list logo