Interval Estimation for the Variance 40.2
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Confidence Intervals for the Population Mean Alternatives to the Student-T Confidence Interval
Journal of Modern Applied Statistical Methods Volume 18 Issue 1 Article 15 4-6-2020 Robust Confidence Intervals for the Population Mean Alternatives to the Student-t Confidence Interval Moustafa Omar Ahmed Abu-Shawiesh The Hashemite University, Zarqa, Jordan, [email protected] Aamir Saghir Mirpur University of Science and Technology, Mirpur, Pakistan, [email protected] Follow this and additional works at: https://digitalcommons.wayne.edu/jmasm Part of the Applied Statistics Commons, Social and Behavioral Sciences Commons, and the Statistical Theory Commons Recommended Citation Abu-Shawiesh, M. O. A., & Saghir, A. (2019). Robust confidence intervals for the population mean alternatives to the Student-t confidence interval. Journal of Modern Applied Statistical Methods, 18(1), eP2721. doi: 10.22237/jmasm/1556669160 This Regular Article is brought to you for free and open access by the Open Access Journals at DigitalCommons@WayneState. It has been accepted for inclusion in Journal of Modern Applied Statistical Methods by an authorized editor of DigitalCommons@WayneState. Robust Confidence Intervals for the Population Mean Alternatives to the Student-t Confidence Interval Cover Page Footnote The authors are grateful to the Editor and anonymous three reviewers for their excellent and constructive comments/suggestions that greatly improved the presentation and quality of the article. This article was partially completed while the first author was on sabbatical leave (2014–2015) in Nizwa University, Sultanate of Oman. He is grateful to the Hashemite University for awarding him the sabbatical leave which gave him excellent research facilities. This regular article is available in Journal of Modern Applied Statistical Methods: https://digitalcommons.wayne.edu/ jmasm/vol18/iss1/15 Journal of Modern Applied Statistical Methods May 2019, Vol. -
Confidence Interval Estimation in System Dynamics Models: Bootstrapping Vs
Confidence Interval Estimation in System Dynamics Models: Bootstrapping vs. Likelihood Ratio Method Gokhan Dogan* MIT Sloan School of Management, 30 Wadsworth Street, E53-364, Cambridge, Massachusetts 02142 [email protected] Abstract In this paper we discuss confidence interval estimation for system dynamics models. Confidence interval estimation is important because without confidence intervals, we cannot determine whether an estimated parameter value is significantly different from 0 or any other value, and therefore we cannot determine how much confidence to place in the estimate. We compare two methods for confidence interval estimation. The first, the “likelihood ratio method,” is based on maximum likelihood estimation. This method has been used in the system dynamics literature and is built in to some popular software packages. It is computationally efficient but requires strong assumptions about the model and data. These assumptions are frequently violated by the autocorrelation, endogeneity of explanatory variables and heteroskedasticity properties of dynamic models. The second method is called “bootstrapping.” Bootstrapping requires more computation but does not impose strong assumptions on the model or data. We describe the methods and illustrate them with a series of applications from actual modeling projects. Considering the empirical results presented in the paper and the fact that the bootstrapping method requires less assumptions, we suggest that bootstrapping is a better tool for confidence interval estimation in system dynamics -
Interval Notation and Linear Inequalities
CHAPTER 1 Introductory Information and Review Section 1.7: Interval Notation and Linear Inequalities Linear Inequalities Linear Inequalities Rules for Solving Inequalities: 86 University of Houston Department of Mathematics SECTION 1.7 Interval Notation and Linear Inequalities Interval Notation: Example: Solution: MATH 1300 Fundamentals of Mathematics 87 CHAPTER 1 Introductory Information and Review Example: Solution: Example: 88 University of Houston Department of Mathematics SECTION 1.7 Interval Notation and Linear Inequalities Solution: Additional Example 1: Solution: MATH 1300 Fundamentals of Mathematics 89 CHAPTER 1 Introductory Information and Review Additional Example 2: Solution: 90 University of Houston Department of Mathematics SECTION 1.7 Interval Notation and Linear Inequalities Additional Example 3: Solution: Additional Example 4: Solution: MATH 1300 Fundamentals of Mathematics 91 CHAPTER 1 Introductory Information and Review Additional Example 5: Solution: Additional Example 6: Solution: 92 University of Houston Department of Mathematics SECTION 1.7 Interval Notation and Linear Inequalities Additional Example 7: Solution: MATH 1300 Fundamentals of Mathematics 93 Exercise Set 1.7: Interval Notation and Linear Inequalities For each of the following inequalities: Write each of the following inequalities in interval (a) Write the inequality algebraically. notation. (b) Graph the inequality on the real number line. (c) Write the inequality in interval notation. 23. 1. x is greater than 5. 2. x is less than 4. 24. 3. x is less than or equal to 3. 4. x is greater than or equal to 7. 25. 5. x is not equal to 2. 6. x is not equal to 5 . 26. 7. x is less than 1. 8. -
WHAT DID FISHER MEAN by an ESTIMATE? 3 Ideas but Is in Conflict with His Ideology of Statistical Inference
Submitted to the Annals of Applied Probability WHAT DID FISHER MEAN BY AN ESTIMATE? By Esa Uusipaikka∗ University of Turku Fisher’s Method of Maximum Likelihood is shown to be a proce- dure for the construction of likelihood intervals or regions, instead of a procedure of point estimation. Based on Fisher’s articles and books it is justified that by estimation Fisher meant the construction of likelihood intervals or regions from appropriate likelihood function and that an estimate is a statistic, that is, a function from a sample space to a parameter space such that the likelihood function obtained from the sampling distribution of the statistic at the observed value of the statistic is used to construct likelihood intervals or regions. Thus Problem of Estimation is how to choose the ’best’ estimate. Fisher’s solution for the problem of estimation is Maximum Likeli- hood Estimate (MLE). Fisher’s Theory of Statistical Estimation is a chain of ideas used to justify MLE as the solution of the problem of estimation. The construction of confidence intervals by the delta method from the asymptotic normal distribution of MLE is based on Fisher’s ideas, but is against his ’logic of statistical inference’. Instead the construc- tion of confidence intervals from the profile likelihood function of a given interest function of the parameter vector is considered as a solution more in line with Fisher’s ’ideology’. A new method of cal- culation of profile likelihood-based confidence intervals for general smooth interest functions in general statistical models is considered. 1. Introduction. ’Collected Papers of R.A. -
STAT 22000 Lecture Slides Overview of Confidence Intervals
STAT 22000 Lecture Slides Overview of Confidence Intervals Yibi Huang Department of Statistics University of Chicago Outline This set of slides covers section 4.2 in the text • Overview of Confidence Intervals 1 Confidence intervals • A plausible range of values for the population parameter is called a confidence interval. • Using only a sample statistic to estimate a parameter is like fishing in a murky lake with a spear, and using a confidence interval is like fishing with a net. We can throw a spear where we saw a fish but we will probably miss. If we toss a net in that area, we have a good chance of catching the fish. • If we report a point estimate, we probably won’t hit the exact population parameter. If we report a range of plausible values we have a good shot at capturing the parameter. 2 Photos by Mark Fischer (http://www.flickr.com/photos/fischerfotos/7439791462) and Chris Penny (http://www.flickr.com/photos/clearlydived/7029109617) on Flickr. Recall that CLT says, for large n, X ∼ N(µ, pσ ): For a normal n curve, 95% of its area is within 1.96 SDs from the center. That means, for 95% of the time, X will be within 1:96 pσ from µ. n 95% σ σ µ − 1.96 µ µ + 1.96 n n Alternatively, we can also say, for 95% of the time, µ will be within 1:96 pσ from X: n Hence, we call the interval ! σ σ σ X ± 1:96 p = X − 1:96 p ; X + 1:96 p n n n a 95% confidence interval for µ. -
Interval Computations: Introduction, Uses, and Resources
Interval Computations: Introduction, Uses, and Resources R. B. Kearfott Department of Mathematics University of Southwestern Louisiana U.S.L. Box 4-1010, Lafayette, LA 70504-1010 USA email: [email protected] Abstract Interval analysis is a broad field in which rigorous mathematics is as- sociated with with scientific computing. A number of researchers world- wide have produced a voluminous literature on the subject. This article introduces interval arithmetic and its interaction with established math- ematical theory. The article provides pointers to traditional literature collections, as well as electronic resources. Some successful scientific and engineering applications are listed. 1 What is Interval Arithmetic, and Why is it Considered? Interval arithmetic is an arithmetic defined on sets of intervals, rather than sets of real numbers. A form of interval arithmetic perhaps first appeared in 1924 and 1931 in [8, 104], then later in [98]. Modern development of interval arithmetic began with R. E. Moore’s dissertation [64]. Since then, thousands of research articles and numerous books have appeared on the subject. Periodic conferences, as well as special meetings, are held on the subject. There is an increasing amount of software support for interval computations, and more resources concerning interval computations are becoming available through the Internet. In this paper, boldface will denote intervals, lower case will denote scalar quantities, and upper case will denote vectors and matrices. Brackets “[ ]” will delimit intervals while parentheses “( )” will delimit vectors and matrices.· Un- derscores will denote lower bounds of· intervals and overscores will denote upper bounds of intervals. Corresponding lower case letters will denote components of vectors. -
A Framework for Sample Efficient Interval Estimation with Control
A Framework for Sample Efficient Interval Estimation with Control Variates Shengjia Zhao Christopher Yeh Stefano Ermon Stanford University Stanford University Stanford University Abstract timates, e.g. for each individual district or county, meaning that we need to draw a sufficient number of We consider the problem of estimating confi- samples for every district or county. Another diffi- dence intervals for the mean of a random vari- culty can arise when we need high accuracy (i.e. a able, where the goal is to produce the smallest small confidence interval), since confidence intervals possible interval for a given number of sam- producedp by typical concentration inequalities have size ples. While minimax optimal algorithms are O(1= number of samples). In other words, to reduce known for this problem in the general case, the size of a confidence interval by a factor of 10, we improved performance is possible under addi- need 100 times more samples. tional assumptions. In particular, we design This dilemma is generally unavoidable because concen- an estimation algorithm to take advantage of tration inequalities such as Chernoff or Chebychev are side information in the form of a control vari- minimax optimal: there exist distributions for which ate, leveraging order statistics. Under certain these inequalities cannot be improved. No-free-lunch conditions on the quality of the control vari- results (Van der Vaart, 2000) imply that any alter- ates, we show improved asymptotic efficiency native estimation algorithm that performs better (i.e. compared to existing estimation algorithms. outputs a confidence interval with smaller size) on some Empirically, we demonstrate superior perfor- problems, must perform worse on other problems. -
Likelihood Confidence Intervals When Only Ranges Are Available
Article Likelihood Confidence Intervals When Only Ranges are Available Szilárd Nemes Institute of Clinical Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg 405 30, Sweden; [email protected] Received: 22 December 2018; Accepted: 3 February 2019; Published: 6 February 2019 Abstract: Research papers represent an important and rich source of comparative data. The change is to extract the information of interest. Herein, we look at the possibilities to construct confidence intervals for sample averages when only ranges are available with maximum likelihood estimation with order statistics (MLEOS). Using Monte Carlo simulation, we looked at the confidence interval coverage characteristics for likelihood ratio and Wald-type approximate 95% confidence intervals. We saw indication that the likelihood ratio interval had better coverage and narrower intervals. For single parameter distributions, MLEOS is directly applicable. For location-scale distribution is recommended that the variance (or combination of it) to be estimated using standard formulas and used as a plug-in. Keywords: range, likelihood, order statistics, coverage 1. Introduction One of the tasks statisticians face is extracting and possibly inferring biologically/clinically relevant information from published papers. This aspect of applied statistics is well developed, and one can choose to form many easy to use and performant algorithms that aid problem solving. Often, these algorithms aim to aid statisticians/practitioners to extract variability of different measures or biomarkers that is needed for power calculation and research design [1,2]. While these algorithms are efficient and easy to use, they mostly are not probabilistic in nature, thus they do not offer means for statistical inference. Yet another field of applied statistics that aims to help practitioners in extracting relevant information when only partial data is available propose a probabilistic approach with order statistics. -
General Topology
General Topology Tom Leinster 2014{15 Contents A Topological spaces2 A1 Review of metric spaces.......................2 A2 The definition of topological space.................8 A3 Metrics versus topologies....................... 13 A4 Continuous maps........................... 17 A5 When are two spaces homeomorphic?................ 22 A6 Topological properties........................ 26 A7 Bases................................. 28 A8 Closure and interior......................... 31 A9 Subspaces (new spaces from old, 1)................. 35 A10 Products (new spaces from old, 2)................. 39 A11 Quotients (new spaces from old, 3)................. 43 A12 Review of ChapterA......................... 48 B Compactness 51 B1 The definition of compactness.................... 51 B2 Closed bounded intervals are compact............... 55 B3 Compactness and subspaces..................... 56 B4 Compactness and products..................... 58 B5 The compact subsets of Rn ..................... 59 B6 Compactness and quotients (and images)............. 61 B7 Compact metric spaces........................ 64 C Connectedness 68 C1 The definition of connectedness................... 68 C2 Connected subsets of the real line.................. 72 C3 Path-connectedness.......................... 76 C4 Connected-components and path-components........... 80 1 Chapter A Topological spaces A1 Review of metric spaces For the lecture of Thursday, 18 September 2014 Almost everything in this section should have been covered in Honours Analysis, with the possible exception of some of the examples. For that reason, this lecture is longer than usual. Definition A1.1 Let X be a set. A metric on X is a function d: X × X ! [0; 1) with the following three properties: • d(x; y) = 0 () x = y, for x; y 2 X; • d(x; y) + d(y; z) ≥ d(x; z) for all x; y; z 2 X (triangle inequality); • d(x; y) = d(y; x) for all x; y 2 X (symmetry). -
Multidisciplinary Design Project Engineering Dictionary Version 0.0.2
Multidisciplinary Design Project Engineering Dictionary Version 0.0.2 February 15, 2006 . DRAFT Cambridge-MIT Institute Multidisciplinary Design Project This Dictionary/Glossary of Engineering terms has been compiled to compliment the work developed as part of the Multi-disciplinary Design Project (MDP), which is a programme to develop teaching material and kits to aid the running of mechtronics projects in Universities and Schools. The project is being carried out with support from the Cambridge-MIT Institute undergraduate teaching programe. For more information about the project please visit the MDP website at http://www-mdp.eng.cam.ac.uk or contact Dr. Peter Long Prof. Alex Slocum Cambridge University Engineering Department Massachusetts Institute of Technology Trumpington Street, 77 Massachusetts Ave. Cambridge. Cambridge MA 02139-4307 CB2 1PZ. USA e-mail: [email protected] e-mail: [email protected] tel: +44 (0) 1223 332779 tel: +1 617 253 0012 For information about the CMI initiative please see Cambridge-MIT Institute website :- http://www.cambridge-mit.org CMI CMI, University of Cambridge Massachusetts Institute of Technology 10 Miller’s Yard, 77 Massachusetts Ave. Mill Lane, Cambridge MA 02139-4307 Cambridge. CB2 1RQ. USA tel: +44 (0) 1223 327207 tel. +1 617 253 7732 fax: +44 (0) 1223 765891 fax. +1 617 258 8539 . DRAFT 2 CMI-MDP Programme 1 Introduction This dictionary/glossary has not been developed as a definative work but as a useful reference book for engi- neering students to search when looking for the meaning of a word/phrase. It has been compiled from a number of existing glossaries together with a number of local additions. -
Calculus Terminology
AP Calculus BC Calculus Terminology Absolute Convergence Asymptote Continued Sum Absolute Maximum Average Rate of Change Continuous Function Absolute Minimum Average Value of a Function Continuously Differentiable Function Absolutely Convergent Axis of Rotation Converge Acceleration Boundary Value Problem Converge Absolutely Alternating Series Bounded Function Converge Conditionally Alternating Series Remainder Bounded Sequence Convergence Tests Alternating Series Test Bounds of Integration Convergent Sequence Analytic Methods Calculus Convergent Series Annulus Cartesian Form Critical Number Antiderivative of a Function Cavalieri’s Principle Critical Point Approximation by Differentials Center of Mass Formula Critical Value Arc Length of a Curve Centroid Curly d Area below a Curve Chain Rule Curve Area between Curves Comparison Test Curve Sketching Area of an Ellipse Concave Cusp Area of a Parabolic Segment Concave Down Cylindrical Shell Method Area under a Curve Concave Up Decreasing Function Area Using Parametric Equations Conditional Convergence Definite Integral Area Using Polar Coordinates Constant Term Definite Integral Rules Degenerate Divergent Series Function Operations Del Operator e Fundamental Theorem of Calculus Deleted Neighborhood Ellipsoid GLB Derivative End Behavior Global Maximum Derivative of a Power Series Essential Discontinuity Global Minimum Derivative Rules Explicit Differentiation Golden Spiral Difference Quotient Explicit Function Graphic Methods Differentiable Exponential Decay Greatest Lower Bound Differential -
Statistics for Dummies Cheat Sheet from Statistics for Dummies, 2Nd Edition by Deborah Rumsey
Statistics For Dummies Cheat Sheet From Statistics For Dummies, 2nd Edition by Deborah Rumsey Copyright © 2013 & Trademark by John Wiley & Sons, Inc. All rights reserved. Whether you’re studying for an exam or just want to make sense of data around you every day, knowing how and when to use data analysis techniques and formulas of statistics will help. Being able to make the connections between those statistical techniques and formulas is perhaps even more important. It builds confidence when attacking statistical problems and solidifies your strategies for completing statistical projects. Understanding Formulas for Common Statistics After data has been collected, the first step in analyzing it is to crunch out some descriptive statistics to get a feeling for the data. For example: Where is the center of the data located? How spread out is the data? How correlated are the data from two variables? The most common descriptive statistics are in the following table, along with their formulas and a short description of what each one measures. Statistically Figuring Sample Size When designing a study, the sample size is an important consideration because the larger the sample size, the more data you have, and the more precise your results will be (assuming high- quality data). If you know the level of precision you want (that is, your desired margin of error), you can calculate the sample size needed to achieve it. To find the sample size needed to estimate a population mean (µ), use the following formula: In this formula, MOE represents the desired margin of error (which you set ahead of time), and σ represents the population standard deviation.