I feel a slight quiver of trepidation as I begin this post – a little like the boy who pointed out that the emperor has no clothes. Random sampling is a myth. Practical researchers know this and deal with it. … Continue reading →
I feel a slight quiver of trepidation as I begin this post – a little like the boy who pointed out that the emperor has no clothes. Random sampling is a myth. Practical researchers know this and deal with it. … Continue reading →
I feel a slight quiver of trepidation as I begin this post – a little like the boy who pointed out that the emperor has no clothes. Random sampling is a myth. Practical researchers know this and deal with it. … Continue reading →
The way we understand and make sense of variation in the world affects decisions we make. Part of understanding variation is understanding the difference between deterministic and probabilistic (stochastic) models. The NZ curriculum specifies the following learning outcome: “Selects and … Continue reading →
The way we understand and make sense of variation in the world affects decisions we make. Part of understanding variation is understanding the difference between deterministic and probabilistic (stochastic) models. The NZ curriculum specifies the following learning outcome: “Selects and … Continue reading →
The phrase I despise more than any in popular use (and believe me there are many contenders) is “Those who can, do, and those who can’t, teach.” I like many of the sayings of George Bernard Shaw, but this one … Continue reading →
Statistics is not really elegant or even fun in the way that a mathematics puzzle can be. But statistics is necessary, and enormously rewarding. I like to think that we use statistical methods and principles to extract truth from data. … Continue reading →
We don’t like to think we are wrong One of the key ideas in statistics is that sometimes we will be wrong. When we report a 95% confidence interval, we will be wrong 5% of the time. Or in other … Continue reading →
The desired outcome of this post is to be proved wrong. Here is my assertion: It is really difficult to find appropriate sets of data to use for teaching and assessing statistical analysis. This is a problem; one of the … Continue reading →
Our perception of chance affects our worldview There are many reasons that I am glad that I majored in Operations Research rather than mathematics or statistics. My view of the world has been affected by the OR way of thinking, … Continue reading →
Teaching how to write statistical reports It is difficult to write statistical reports and it is difficult to teach how to write statistical reports. When statistics is taught in the traditional way, with emphasis on the underlying mathematics the process … Continue reading →
