# Literature Index

Displaying 21 - 30 of 3326
• ### 52,467 + 57,204 = 254,281,227? Using the National Health Interview Survey and the 2000 Census to Introduce Statistical Sampling and Weights

Author(s):
Single, R. M.
Year:
2000
Abstract:
The use of tangible examples can make the concepts of statistical sampling and survey design more meaningful for college students. These concepts are especially relevant with the advent of the 2000 Census and the debate over its use of statistical sampling.<br>In this paper, basic ideas from survey design are introduced using the 2000 Census as an example, in order to capitalize on the recent media attention. Then, these same concepts are applied to the National Health Interview Survey (NHIS). Data for the 1993 NHIS can be accessed through the National Center for Health Statistics web site and simple analyses can be performed over the web to demonstrate the use of sampling weights. In addition, subsets of the data can be downloaded and analyzed using statistical software packages.<br>The methods of statistical sampling and the structure of a national survey have a variety of applications in the classroom, depending on the level of the course being taught. This paper discusses some of these applications and how to access and use these data as an effective teaching tool.
• ### A Baseball Statistics Course

Author(s):
Albert, J.
Year:
2002
Abstract:
An introductory statistics course is described that is entirely taught from a baseball perspective. Topics in data analysis, including methods for one batch, comparison of batches, and relationships, are communicated using current and historical baseball data sets. Probability is introduced by describing and playing tabletop baseball games. Inference is taught by first making the distinction between a player's "ability" and his "performance", and then describing how one can learn about a player's ability based on his season performance. Baseball issues such as the proper interpretation of situational and "streaky" data are used to illustrate statistical inference.
• ### A Bayesian Look at Classical Estimation: The Exponential Distribution

Author(s):
Elfessi, A. &amp; Reineke, D. M.
Year:
2001
Abstract:
Many undergraduate students are introduced to frequentist or classical methods of parameter estimation such as maximum likelihood estimation, uniformly minimum variance unbiased estimation, and minimum mean square error estimation in a reliability, probability, or mathematical statistics course. Rossman, Short, and Parks (1998) present some thought provoking insights on the relationship between Bayesian and classical estimation using the continuous uniform distribution. Our aim is to explore these relationships using the exponential distribution. We show how the classical estimators can be obtained from various choices made within a Bayesian framework.
• ### A Bayesian view of covariation assessment

Author(s):
Craig R.M. Mckenzie and Laurie A. Mikkelsen
Year:
2007
Abstract:
When participants assess the relationship between two variables, each with levels of presence and absence, the two most robust phenomena are that: (a) observing the joint presence of the variables has the largest impact on judgment and observing joint absence has the smallest impact, and (b) participants' prior beliefs about the variables' relationship influence judgment. Both phenomena represent departures from the traditional normative model (the phi coefficient or related measures) and have therefore been interpreted as systematic errors. However, both phenomena are consistent with a Bayesian approach to the task. From a Bayesian perspective: (a) joint presence is normatively more informative than joint absence if the presence of variables is rarer than their absence, and (b) "failing" to incorporate prior beliefs is a normative error. Empirical evidence is reported showing that joint absence is seen as more informative than joint presence when it is clear that absence of the variables, rather than their presence, is rare.
• ### A bibliography on the teaching of probability and statistics

Author(s):
Misra, S. C., Sahai, H., Gore, A. P., &amp; Garrett, J. K.
Editors:
Posten, H. O.
Year:
1987
Abstract:
Recently, one of the compilers of this bibliography published a review of selected publications on the teaching of probability and statistics. A computerized listing of the complete bibliography was made available as a supplement on request. This report is an expanded and updated version of that work. It presents a listing of available literature on the teaching of probability and statistics.
• ### A brief survey of research on probabilistic notions

Author(s):
Editors:
Bell, A., Low, B., &amp; Kilpatrick, J.
Year:
1984
Abstract:
In this short paper important strands of research in probabilistic notions will be critically presented, followed by an indication of the author's own research.
• ### A bubble mixture experiment project for use in an advanced design of experiments class

Author(s):
Steiner, S. H., Hamada, M., Giddings White, B. J., Mosesova, V. K. S., Salloum, G.
Year:
2007
Abstract:
This article gives an example of how student-conducted experiments can enhance a course in the design of experiments. We focus on a project whose aim is to find a good mixture of water, soap and glycerin for making soap bubbles. This project is relatively straightforward to implement and understand. At its most basic level the project introduces students to mixture experiments and general issues in experimental design such as choosing and measuring an appropriate response, selecting a design, the effect of using repeats versus replicates, model building, making predictions, etc. To accommodate more advanced students, the project can be easily enhanced to draw on various areas of statistics, such as generalized linear models, robust design, and optimal design. Therefore it is ideal for a graduate level course as it encourages students to look beyond the basics presented in class.
• ### A Capstone Course for Undergraduate Statistics Majors

Author(s):
Spurrier, J. D.
Year:
2001
Abstract:
This article discusses a capstone course for undergraduate statistics majors at the University of South Carolina. The course synthesizes lessons learned throughout the curriculum and develops students' nonstatistical skills to the level expected of professional statisticians. Student teams participate in a series of inexpensive laboratory experiments that emphasize ideas and techniques of applied and mathematical statistics, mathematics, and computing. They also study modules on important nonstatistical skills. Students prepare written and oral reports. If a report is not of professional quality, the student receives feedback and repeats the report. All students leave the course with a better understanding of how the pieces of their education fit together and with a firm understanding of the communication skills required of a professional statistician.
• ### A CASE STUDY IN COLLABORATION PREPARING SECONDARY EDUCATION TEACHERS

Author(s):
Paul J. Fields
Year:
2008
Abstract:
Although the mission of mathematics education departments or programs is to prepare the next generation of secondary education mathematics teachers, the question still remains, "Who should provide the training in statistics education for these future teachers?" We propose that statistics education should be provided by statisticians in collaboration with mathematics educators. We describe a model that has been designed recognizing how statistical reasoning differs from mathematical reasoning and implemented incorporating how classroom pedagogy is consequently affected.
• ### A Case Study on Teaching the Topic "Experimental Unit" and How it is Presented in Advanced Placement Statistics Textbooks

Author(s):
Jamis J. Perrett
Year:
2012
Abstract: