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John Ashworth Nelder: 8 October 1924 – 7 August 2010
John Ashworth Nelder: 8 October 1924 – 7 August 2010. John Nelder died on Saturday 7th August 2010 in Luton & Dunstable Hospital UK, where he was recovering from a fall. John was very active even at the age of 85, and retained the strong interest in our work – and statistics generally – that we will all remember with deep affection. However, he was becoming increasingly frail and it was a shock but perhaps, in retrospect, not a surprise to hear that he had died peacefully in his sleep. John was born on 8th October 1924 in Dulverton, Somerset, UK. He was educated at Blundell's School and at Sidney Sussex College, Cambridge where he read Mathematics (interrupted by war service in the RAF) from 1942-8, and then took the Diploma in Mathematical Statistics. Most of John’s formal career was spent as a statistician in the UK Agricultural Research Service. His first job, from October 1949, was at the newly set-up Vegetable Research Station, Wellesbourne UK (NVRS). Then, in 1968, he became Head of the Statistics Department at Rothamsted, and continued there until his first retirement in 1984. The role of statistician there was very conducive for John, not only because of his strong interests in biology (and especially ornithology), but also because it allowed him to display his outstanding skill of developing new statistical theory to solve real biological problems. At NVRS, John developed the theory of general balance to provide a unifying framework for the wide range of designs that are needed in agricultural research (see Nelder, 1965, Proceedings of the Royal Society, Series A). -
AMSTATNEWS the Membership Magazine of the American Statistical Association •
January 2015 • Issue #451 AMSTATNEWS The Membership Magazine of the American Statistical Association • http://magazine.amstat.org AN UPDATE to the American Community Survey Program ALSO: Guidelines for Undergraduate Programs in Statistical Science Updated Meet Brian Moyer, Director of the Bureau of Economic Analysis AMSTATNEWS JANUARY 2015 • ISSUE #451 Executive Director Ron Wasserstein: [email protected] Associate Executive Director and Director of Operations Stephen Porzio: [email protected] features Director of Science Policy 3 President’s Corner Steve Pierson: [email protected] 5 Highlights of the November 2014 ASA Board of Directors Director of Education Meeting Rebecca Nichols: [email protected] 7 ASA Leaders Reminisce: Meet ASA Past President Managing Editor Megan Murphy: [email protected] Marie Davidian Production Coordinators/Graphic Designers 11 Benefits of the New All-Member Forum Sara Davidson: [email protected] Megan Ruyle: [email protected] 12 ASA, STATS.org Partner to Help Raise Media Statistical Literacy Publications Coordinator 13 White House Issues Policy Directive Bolstering Federal Val Nirala: [email protected] Statistical Agencies Advertising Manager 14 An Update to the American Community Survey Program Claudine Donovan: [email protected] 17 CHANCE Highlights: Special Issue Devoted to Women in Contributing Staff Members Statistics Jeff Myers • Amy Farris • Alison Smith 18 JQAS Highlights: Football, Golf, Soccer, Fly-Fishing Featured Amstat News welcomes news items and letters from readers on matters in December Issue of interest to the association and the profession. Address correspondence to Managing Editor, Amstat News, American Statistical Association, 732 North Washington Street, Alexandria VA 22314-1943 USA, or email amstat@ 19 NISS Meeting Addresses Transition amstat.org. -
Developing Statistical Literacy in Mathematics Education?
Iddo GAL, Haifa Developing statistical literacy in mathematics education? Navigating between current gaps and new needs and contents Abstract: This paper summarizes selected points raised during my plenary talk, which examined challenges facing the promotion of statistical literacy and statistical ideas within mathematics education, and pointed to some new developments related to statistical literacy. The paper focuses on one of these new developments, i.e., ideas regarding the knowledge and skills related to engaging with "civic statistics", based on work by ProCivicStat project, and on some implications. Introduction: About statistical literacy The place of statistics education within mathematics education has been problematic for many years, and continues to challenge mathematics educators and mathematicians, as well as school systems. This is despite the fact that "Data and Chance," "Statistics and Probability," or "Stochastics" are a major sub-area in the mathematics curriculum in all western countries. Within the domain of statistics education, teaching for the development of statistical literacy has a special place. Statistical literacy is a construct related to adult numeracy (Gal, 1997) and mathematical literacy, but goes beyond them. It refers to comprehension of and engagement with statistical messages that may appear in the media, at work, and other contexts. Statistical Literacy has been defined in several ways in the literature (Haack, 1979). My own definition (Gal, 2002) reads: “The motivation and ability to access, understand, interpret, critically evaluate, and if relevant express opinions, regarding statistical messages, data-related arguments, or issues involving uncertainty and risk” The definition above implies that statistical literacy is part of a larger family of "literacies" or competencies that all adults are expected to possess, including not only numeracy but also scientific literacy, financial literacy, health literacy, and more. -
Strength in Numbers: the Rising of Academic Statistics Departments In
Agresti · Meng Agresti Eds. Alan Agresti · Xiao-Li Meng Editors Strength in Numbers: The Rising of Academic Statistics DepartmentsStatistics in the U.S. Rising of Academic The in Numbers: Strength Statistics Departments in the U.S. Strength in Numbers: The Rising of Academic Statistics Departments in the U.S. Alan Agresti • Xiao-Li Meng Editors Strength in Numbers: The Rising of Academic Statistics Departments in the U.S. 123 Editors Alan Agresti Xiao-Li Meng Department of Statistics Department of Statistics University of Florida Harvard University Gainesville, FL Cambridge, MA USA USA ISBN 978-1-4614-3648-5 ISBN 978-1-4614-3649-2 (eBook) DOI 10.1007/978-1-4614-3649-2 Springer New York Heidelberg Dordrecht London Library of Congress Control Number: 2012942702 Ó Springer Science+Business Media New York 2013 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. -
Adult Literacy Programs of the Future
DOCUMENT RESUME ED 317 976 CS 010 024 AUTHOR Powell, William R. TITLE Adult Literacy Programs of the Future. PUB DATE May 90 NOTE 23p.; Paper presented at the Annual Meeting of the International Reading AssociatIon (35th, Atlanta, GA, May 6-11, 1990). PUB TYPE Speeches/Conference Papers (150) -- Viewpoints (120) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Adult Basic Eduilation; *Adult Literacy; Educational Policy; Functiclal Literacy; *Futures (of Society); *Government Role; *Literacy; World Problems ABSTRACT The retention factor of literacy must be the target variable in any projection of literacy programs of the future. Further, the success of literacy programs of the future is contingent upon the resolution of three major problem areas:(1) the concept of literacy;(2) the programs of literacy; and (3) the politics of literacy. A concept of literacy is needed for the stabilization of what precisely constitutes literacy. A concept provides a more enduring description, definitions do riot. The central issue is: When is an individual permanently literate, now and forever? The adult literacy efforts of the past have been piece-meal, haphazard, and spasmodic at best. This is not to belittle the remarkable attempts, but only to admit the obvious. The fact that the level of basic literacy is attainable for nearly 100% of any population in any culture in any sovereign country does not speak well for the governing groups which are responsible for education. Governmental commitment, professional involvement, and "turfism" will have to change to enhance the future of adult literacy programs. (One figure is included; 18 references are attached.) (RS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. -
Statistics Making an Impact
John Pullinger J. R. Statist. Soc. A (2013) 176, Part 4, pp. 819–839 Statistics making an impact John Pullinger House of Commons Library, London, UK [The address of the President, delivered to The Royal Statistical Society on Wednesday, June 26th, 2013] Summary. Statistics provides a special kind of understanding that enables well-informed deci- sions. As citizens and consumers we are faced with an array of choices. Statistics can help us to choose well. Our statistical brains need to be nurtured: we can all learn and practise some simple rules of statistical thinking. To understand how statistics can play a bigger part in our lives today we can draw inspiration from the founders of the Royal Statistical Society. Although in today’s world the information landscape is confused, there is an opportunity for statistics that is there to be seized.This calls for us to celebrate the discipline of statistics, to show confidence in our profession, to use statistics in the public interest and to champion statistical education. The Royal Statistical Society has a vital role to play. Keywords: Chartered Statistician; Citizenship; Economic growth; Evidence; ‘getstats’; Justice; Open data; Public good; The state; Wise choices 1. Introduction Dictionaries trace the source of the word statistics from the Latin ‘status’, the state, to the Italian ‘statista’, one skilled in statecraft, and on to the German ‘Statistik’, the science dealing with data about the condition of a state or community. The Oxford English Dictionary brings ‘statistics’ into English in 1787. Florence Nightingale held that ‘the thoughts and purpose of the Deity are only to be discovered by the statistical study of natural phenomena:::the application of the results of such study [is] the religious duty of man’ (Pearson, 1924). -
IMS Bulletin 33(5)
Volume 33 Issue 5 IMS Bulletin September/October 2004 Barcelona: Annual Meeting reports CONTENTS 2-3 Members’ News; Bulletin News; Contacting the IMS 4-7 Annual Meeting Report 8 Obituary: Leopold Schmetterer; Tweedie Travel Award 9 More News; Meeting report 10 Letter to the Editor 11 AoS News 13 Profi le: Julian Besag 15 Meet the Members 16 IMS Fellows 18 IMS Meetings 24 Other Meetings and Announcements 28 Employment Opportunities 45 International Calendar of Statistical Events 47 Information for Advertisers JOB VACANCIES IN THIS ISSUE! The 67th IMS Annual Meeting was held in Barcelona, Spain, at the end of July. Inside this issue there are reports and photos from that meeting, together with news articles, meeting announcements, and a stack of employment advertise- ments. Read on… IMS 2 . IMS Bulletin Volume 33 . Issue 5 Bulletin Volume 33, Issue 5 September/October 2004 ISSN 1544-1881 Member News In April 2004, Jeff Steif at Chalmers University of Stephen E. Technology in Sweden has been awarded Contact Fienberg, the the Goran Gustafsson Prize in mathematics Information Maurice Falk for his work in “probability theory and University Professor ergodic theory and their applications” by Bulletin Editor Bernard Silverman of Statistics at the Royal Swedish Academy of Sciences. Assistant Editor Tati Howell Carnegie Mellon The award, given out every year in each University in of mathematics, To contact the IMS Bulletin: Pittsburgh, was named the Thorsten physics, chemistry, Send by email: [email protected] Sellin Fellow of the American Academy of molecular biology or mail to: Political and Social Science. The academy and medicine to a IMS Bulletin designates a small number of fellows each Swedish university 20 Shadwell Uley, Dursley year to recognize and honor individual scientist, consists of GL11 5BW social scientists for their scholarship, efforts a personal prize and UK and activities to promote the progress of a substantial grant. -
Random Permutations and Partition Models
i i “-Random_Permutations_and_Partition_Models”—//—:—page—# Metadata of the chapter that will be visualized online Book Title International Encyclopedia of Statistical Science Book CopyRight - Year Copyright Holder Springer-Verlag Title Random Permutations and Partition Models Author Degree Given Name Peter Particle Family Name McCullagh Suffix Phone Fax Email Affiliation Role John D. MacArthur Distinguished Service Professor Division Organization University of Chicago Country USA UNCORRECTED PROOF i i i i “-Random_Permutations_and_Partition_Models”—//—:—page—# R − In matrix notation, Bσ = σBσ ,sotheactionbyconju- Random Permutations and gation permutes both the rows and columns of B in the Partition Models same way. The block sizes are preserved and are maximally Peter McCullagh invariant under conjugation. In this way, the partitions [ ] John D. MacArthur Distinguished Service Professor of may be grouped into five orbits or equivalence University of Chicago, USA classes as follows: , ∣ [],∣ [],∣∣ [],∣∣∣. Set Partitions Thus, for example, ∣ is the representative element for ≥ [ ]={ } For n , a partition B of the finite set n ,...,n is one orbit, which also includes ∣ and ∣. ● A collection B ={b,...} of disjoint non-empty sub- The symbol #B applied to a set denotes the number of sets, called blocks, whose union is [n] elements, so #B is the number of blocks, and #b is the size ∈ E ● An equivalence relation or Boolean function B∶[n]× of block b B.If n is the set of equivalence relations on [ ] [ ] E [n]→{, } that -
Probability, Analysis and Number Theory
Probability, Analysis and Number Theory. Papers in Honour of N. H. Bingham (ed. C. M. Goldie and A. Mijatovi´c), Advances in Applied Probability Special Volume 48A (2016), 1-14. PROBABILITY UNFOLDING, 1965-2015 N. H. BINGHAM Abstract. We give a personal (and we hope, not too idiosyncratic) view of how our subject of Probability Theory has developed during the last half-century, and the author in tandem with it. 1. Introduction. One of the nice things about Probability Theory is that it is still a young subject. Of course it has ancient roots in the real world, as chance is all around us, and draws on the older fields of Analysis on the one hand and Statistics on the other. We take the conventional view that the modern era begins in 1933 with Kolmogorov's path-breaking Grundbegriffe, and agree with Williams' view of probability pre-Kolmogorov as `a shambles' (Williams (2001), 23)1. The first third of the last century was an interesting transitional period, as Measure Theory, the natural machinery with which to do Proba- bility, already existed. For my thoughts on this period, see [72]2, [104]; for the origins of the Grundbegriffe, see e.g. Shafer & Vovk (2006). Regarding the history of mathematics in general, we have among a wealth of sources the two collections edited by Pier (1994, 2000), covering 1900- 50 and 1950-2000. These contain, by Doob and Meyer respectively (Doob (1994), Meyer (2000)), fine accounts of the development of probability; Meyer (2000) ends with his 12-page selection of a chronological list of key publica- tions during the century. -
Three Kinds of Statistical Literacy: What Should We Teach?
ICOTS6, 2002: Schield THREE KINDS OF STATISTICAL LITERACY: WHAT SHOULD WE TEACH? Milo Schield Augsburg College Minneapolis USA Statistical literacy is analyzed from three different approaches: chance-based, fallacy-based and correlation-based. The three perspectives are evaluated in relation to the needs of employees, consumers, and citizens. A list of the top 35 statistically based trade books in the US is developed and used as a standard for what materials statistically literate people should be able to understand. The utility of each perspective is evaluated by reference to the best sellers within each category. Recommendations are made for what content should be included in pre-college and college statistical literacy textbooks from each kind of statistical literacy. STATISTICAL LITERACY Statistical literacy is a new term and both words (statistical and literacy) are ambiguous. In today’s society literacy means functional literacy: the ability to review, interpret, analyze and evaluate written materials (and to detect errors and flaws therein). Anyone who lacks this type of literacy is functionally illiterate as a productive worker, an informed consumer or a responsible citizen. Functional illiteracy is a modern extension of literal literacy: the ability to read and comprehend written materials. Statistics have two functions depending on whether the data is obtained from a random sample. If a statistic is not from a random sample then one can only do descriptive statistics and statistical modeling even if the data is the entire population. If a statistic is from a random sample then one can also do inferential statistics: sampling distributions, confidence intervals and hypothesis tests. -
Virginia Mathematics Teacher
Virginia Mathematics Teacher Volume 37, No. 2 Spring, 2011 The Five Platonic Solids A Resource Journal for Mathematics Teachers at all Levels. Virginia MatheMatics teacher Volume 37, No. 2 Spring, 2011 The VIRGINIA MATHEMATICS TABLE OF CONTENTS TEACHER (VMT) is published twice yearly by the Virginia Council of Teach- Grade Levels Titles and Authors ................................................................. Turn to Page ers of Mathematics. Non-profit organizations are granted permission to reprint articles appearing in the VMT provided that one copy of the General President’s Message ..........................................................................1 publication in which the material is reprinted is sent to the Editor and (Beth Williams) the VMT is cited as the original source. EDITORIAL STAFF General Statistical Outreach and the Census: A Summer David Albig, Editor, Learning Experience. ..........................................................................2 e-mail: [email protected] (Gail Englert) Radford University Editorial Panel General Teaching Time Savers: Reviewing Homework....................................3 Bobbye Hoffman Bartels, Christopher Newport University; (Jane M. Wilburne) David Fama, Germana Community College; Jackie Getgood, Spotsylvania County Mathematics Supervisor; Sherry Pugh, Southwest VA Governor’s School; General Enlivening School Mathematics Through the History Wendy Hageman-Smith, Longwood University; of Mathematics ...................................................................................4 -
New Tools to Improve Statistical Literacy – Developments and Projects
New tools to improve statistical literacy – developments and projects - an ESS priority and reality Louise Corselli-Nordblad, Britta Gauckler Eurostat Paper prepared for the 16th Conference of IAOS OECD Headquarters, Paris, France, 19-21 September 2018 Session 3 E, Thursday, 20/09, 10h30: Improving statistical literacy Louise Corselli-Nordblad [email protected] European Commission-Eurostat Britta Gauckler [email protected] European Commission-Eurostat New tools to improve statistical literacy – developments and projects Prepared for the 16th Conference of the International Association of Official Statisticians (IAOS) OECD Headquarters, Paris, France, 19-21 September 2018 Note: This Paper should not be reported as representing the views of Eurostat. The views expressed are those of the authors. ABSTRACT The need for statistical organisations to invest in statistical literacy is commonly agreed and reinforced by the current concerns around "fake news". Yet, there are numerous open questions around how and what the official statistics community should best invest in this endeavour. An overarching strategy for the European Statistical System (ESS) is missing and one can question if in a fast-paced world a long-term strategy is useful to tackle the issues. As Wild puts it, the statistics education should invest in ways to "…deliver lasting benefits in a fast changing world."1 Under the ESS Vision 2020 project Digital communication, User analytics and Innovative products (DIGICOM) the ESS has started to invest in this area. Initiatives range from building new partnerships with the educational system, piloting innovative tools, such as gamification and competitions, to digital tools which explain statistics in a clear and easy way.