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ICDM '01: The 2001 IEEE International Conference on Data Mining
Sponsored by the IEEE Computer Society
Hi
On 24 Apr 2001, Mark W. Humphries wrote:
I concur. As I mentioned at the start of this thread, I am self-learning
statistics from books. I have difficulty telling what is being taught as
necessary theoretical 'scaffolding' or 'superceded procedures', and what one
would actually apply in a
d.u. wrote:
I now think that the betas would have to be within [-1,+1].
Just for fun, regress Y on the 3 Xs.
x1 x2 x3y
19.5 43.1 29.1 11.9
24.7 49.8 28.2 22.8
30.7 51.9 37.0 18.7
29.8 54.3 31.1 20.1
19.1 42.2 30.9 12.9
25.6 53.9 23.7 21.7
31.4 58.5 27.6 27.1
27.9 52.1 30.6 25.4
22.1
I think that reading the scientific literature would disabuse one
about the limited application of statistical significance. My
students tell me that learning about statistical inference
greatly increases their capacity to read primary
literature. Perhaps it is different in your discipline.\
I have been assigning group projects for about 20 years and have lucky
enough (until this semester) to have few students complaints about their
fellow groups members. This semester I have many, many problems with
groups complaining about members not carrying their fair share.
Up to now while I
In sci.stat.consult d.u. [EMAIL PROTECTED] wrote:
: I now think that the betas would have to be within [-1,+1]. Suppose you do a
: standarized regression with response Y, and have p variables (X matrix) already in.
you're wrong;
1 varb = r sy/sx = r between -1 and 1
but for 2 var
the way this is usually done is to assign everyone the same grade ... and
THERE is the rub
i am totally surprised that it has taken you 20 years to encounter this
problem ... i would say you have been a mighty LUCKY person!
we have to distinguish between the goal of the group project ... and
well, we have been having some continuing discussions about z and t and
binomials, etc. ...
now, our group of edstaters is a varied bunch ... but, i would like to hear
from some about what 2/3 settings that YOU think are good examples to start
a intro class on IF the NEW topic is statistical
In a message dated 4/24/01 9:19:16 AM Pacific Daylight Time, [EMAIL PROTECTED]
writes:
1. impossible to get al the projects done that the instructor wants
assigning them to individuals?
2. it is the training on a cooperative effort to get a task done that,
would be difficult to do alone?
At 01:53 PM 4/24/01 -0400, [EMAIL PROTECTED] wrote:
All though school (elementary, junior and senior high as well as in some
undergraduate college courses) we tend to discourage competition.
say WHAT??? i would say it is JUST THE OPPOSITE ... do the best you can to
get ahead of the next
of course, if one views group work to be important and, wants a good model
for such behavior, it is not academe for sure! while there is lots of group
activity that goes on, committee meetings off the chart, ... by and large
... when it comes to making decisions about faculty, staff,
At 05:35 PM 4/24/01 -0500, Simon, Steve, PhD wrote:
steve has pointed out, undoubtedly, useful references for us to examine ...
my main point is this: while there are many many activities that are and
can be done in groups ... and we need to train to participate in such ...
there are many
It seems that someplace in my statistical education I read or heard one
of my teachers make the following statement: When the occurrence of rare
events follows a Poisson process, then a characteristic of this process
is as follows: Usually there are long periods of time between the
events
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