The basis & policy of socialism,

Facts for socialists, from the politics economists and statisticians, by the Fabian society.--Capital and land, by the Fabian society.--Socialism: true and false, by Sidney Webb.--Twentieth century politics: a policy of national efficiency, by Sidney Webb.

Proceedings

Conference sponsored by the U.S. National Institute of Mental Health

Statnote 29:discriminant analysis

Discriminant analysis (also known as discriminant function analysis or multiple discriminant analysis) is a multivariate statistical method of testing the degree to which two or more populations may overlap with each other. It was devised independently by several statisticians including Fisher, Mahalanobis, and Hotelling ). The technique has several possible applications in Microbiology. First, in a clinical microbiological setting, if two different infectious diseases were defined by a number of clinical and pathological variables, it may be useful to decide which measurements were the most effective at distinguishing between the two diseases. Second, in an environmental microbiological setting, the technique could be used to study the relationships between different populations, e.g., to what extent do the properties of soils in which the bacterium Azotobacter is found differ from those in which it is absent? Third, the method can be used as a multivariate ‘t’ test , i.e., given a number of related measurements on two groups, the analysis can provide a single test of the hypothesis that the two populations have the same means for all the variables studied. This statnote describes one of the most popular applications of discriminant analysis in identifying the descriptive variables that can distinguish between two populations.

Statistical guidelines for clinical studies of human vision

Citation information: Armstrong RA, Davies LN, Dunne MCM & Gilmartin B. Statistical guidelines for clinical studies of human vision. Ophthalmic Physiol Opt 2011, 31, 123-136. doi: 10.1111/j.1475-1313.2010.00815.x ABSTRACT: Statistical analysis of data can be complex and different statisticians may disagree as to the correct approach leading to conflict between authors, editors, and reviewers. The objective of this article is to provide some statistical advice for contributors to optometric and ophthalmic journals, to provide advice specifically relevant to clinical studies of human vision, and to recommend statistical analyses that could be used in a variety of circumstances. In submitting an article, in which quantitative data are reported, authors should describe clearly the statistical procedures that they have used and to justify each stage of the analysis. This is especially important if more complex or 'non-standard' analyses have been carried out. The article begins with some general comments relating to data analysis concerning sample size and 'power', hypothesis testing, parametric and non-parametric variables, 'bootstrap methods', one and two-tail testing, and the Bonferroni correction. More specific advice is then given with reference to particular statistical procedures that can be used on a variety of types of data. Where relevant, examples of correct statistical practice are given with reference to recently published articles in the optometric and ophthalmic literature.

William Smith - 200 years of geomodelling celebrated at IAMG

The International Association for Mathematical Geosciences (IAMG) commemorated William Smith (23rd March 1769 - 28th August 1839) and 200 years of geomodelling with geological surveys and academics across the globe at the 17th annual conference of the IAMG in Freiberg, Germany from the 5th to 13th September 2015. The aim of the IAMG is to promote the use of mathematics, statistics and geoinformatics in the geosciences. The annual IAMG conference is an opportunity for geoscientists to collaborate with mathematicians and statisticians and present their recent work. The

17th annual IAMG conference, with 300 participants from across the world, differed from previous IAMG conferences in that it included a special ‘Day of Surveys’ to acknowledge 200 years of science and methodologies to construct maps.

A Course on sample surveys for statistics students

Statisticians should be involved at all stages of sample surveys and courses on surveys need to reflect this by covering both theoretical and practical aspects. Teaching methods could include some hands-on experience, directed reading, and use of software designed for teaching or professional use, as well as more traditional lecturing. Suggestions are given for a course of about fifty hours.

The experience of teaching statistics to non-specialist students in Saudi universities

Undoubtedly, statistics has become one of the most important subjects in the modern world, where its applications are ubiquitous. The importance of statistics is not limited to statisticians, but also impacts upon non-statisticians who have to use statistics within their own disciplines. Several studies have indicated that most of the academic departments around the world have realized the importance of statistics to non-specialist students. Therefore, the number of students enrolled in statistics courses has vastly increased, coming from a variety of disciplines. Consequently, research within the scope of statistics education has been able to develop throughout the last few years. One important issue is how statistics is best taught to, and learned by, non-specialist students. This issue is controlled by several factors that affect the learning and teaching of statistics to non-specialist students, such as the use of technology, the role of the English language (especially for those whose first language is not English), the effectiveness of statistics teachers and their approach towards teaching statistics courses, students’ motivation to learn statistics and the relevance of statistics courses to the main subjects of non-specialist students. Several studies, focused on aspects of learning and teaching statistics, have been conducted in different countries around the world, particularly in Western countries. Conversely, the situation in Arab countries, especially in Saudi Arabia, is different; here, there is very little research in this scope, and what there is does not meet the needs of those countries towards the development of learning and teaching statistics to non-specialist students. This research was instituted in order to develop the field of statistics education. The purpose of this mixed methods study was to generate new insights into this subject by investigating how statistics courses are currently taught to non-specialist students in Saudi universities. Hence, this study will contribute towards filling the knowledge gap that exists in Saudi Arabia. This study used multiple data collection approaches, including questionnaire surveys from 1053 non-specialist students who had completed at least one statistics course in different colleges of the universities in Saudi Arabia. These surveys were followed up with qualitative data collected via semi-structured interviews with 16 teachers of statistics from colleges within all six universities where statistics is taught to non-specialist students in Saudi Arabia’s Eastern Region. The data from questionnaires included several types, so different techniques were used in analysis. Descriptive statistics were used to identify the demographic characteristics of the participants. The chi-square test was used to determine associations between variables. Based on the main issues that are raised from literature review, the questions (items scales) were grouped and five key groups of questions were obtained which are: 1) Effectiveness of Teachers; 2) English Language; 3) Relevance of Course; 4) Student Engagement; 5) Using Technology. Exploratory data analysis was used to explore these issues in more detail. Furthermore, with the existence of clustering in the data (students within departments within colleges, within universities), multilevel generalized linear models for dichotomous analysis have been used to clarify the effects of clustering at those levels. Factor analysis was conducted confirming the dimension reduction of variables (items scales). The data from teachers’ interviews were analysed on an individual basis. The responses were assigned to one of the eight themes that emerged from within the data: 1) the lack of students’ motivation to learn statistics; 2) students' participation; 3) students’ assessment; 4) the effective use of technology; 5) the level of previous mathematical and statistical skills of non-specialist students; 6) the English language ability of non-specialist students; 7) the need for extra time for teaching and learning statistics; and 8) the role of administrators. All the data from students and teachers indicated that the situation of learning and teaching statistics to non-specialist students in Saudi universities needs to be improved in order to meet the needs of those students. The findings of this study suggested a weakness in the use of statistical software applications in these courses. This study showed that there is lack of application of technology such as statistical software programs in these courses, which would allow non-specialist students to consolidate their knowledge. The results also indicated that English language is considered one of the main challenges in learning and teaching statistics, particularly in institutions where English is not used as the main language. Moreover, the weakness of mathematical skills of students is considered another major challenge. Additionally, the results indicated that there was a need to tailor statistics courses to the needs of non-specialist students based on their main subjects. The findings indicate that statistics teachers need to choose appropriate methods when teaching statistics courses.

Evaluación de la involución, salud uterina y retorno de la actividad ovárica con la adición de zeolita 2% en la dieta basal de vacas lecheras

El objetivo de esta investigación fue evaluar el efecto de zeolita (Clinoptilolita) adicionado en la dieta basal de vacas lecheras durante 105 días, 60 días pre-parto (dap) y 45 días post-parto (dpp) y su influencia en la involución (IU) y salud uterina (SU), el retorno de la actividad ovárica (AO) y la condición corporal (CC). El proyecto se realizó en tres ganaderías de la comunidad de Soldados del Cantón Cuenca – Azuay, en 50 vacas secas, con una CC ≥ 3,5, entre 2 a 5 partos, clínicamente sanas y todas en las mismas condiciones sanitarias y de manejo; fueron divididas en un grupo control (n1=25), alimentadas con dieta basal y un experimental (n2=25), con dieta basal + 2% de Zeolita del consumo de materia (CMS). Se evaluó retorno de AO considerando folículos ≥ 10 mm de diámetro a los 15, 22, 35 y 45 dpp por Ultrasonografía transrectal, SU (>10 PMN) a los 35 dpp por cytobrush, IU considerando posición del útero con respecto a la pelvis (PU), simetría de los cuernos (SCU), y diámetro del cérvix (DC), a los 22 y 45 dpp por palpación rectal, y finalmente la CC a los 15 dap, parto y 45 dpp. Se usó un diseño completamente al azar (DCA) y los resultados fueron analizados con el programa estadístico SPSS versión 22.0, posteriormente fueron aplicados los estadísticos de “U de Mann Withney y Kruscall Wallis”. Se obtuvo eficacia en el GE con mayor porcentaje de vacas que retornaron su AO (respectivamente, para GC y GE fueron: 35 dpp 29,6% vs. 70,4%; 45 dpp 44,4% vs. 55,6%; p<0,05). La IU fue a los 45 dpp, los valores obtenido para GC y GE fueron: respectivamente, PU 40,0% vs. 76,0%, SCU 32,0% vs. 76,0% y DC 28,0% vs. 68,0%, (p<0,05). Y en SU también mostró eficacia en el GE obteniendo un 3,4% vs. 22,2% de PMN en comparación con el GC, (p<0,05). Finalmente, se comprobó diferencias significativas (p<0,05) en la CC al parto y 45 dpp con eficacia atribuida al GE. En conclusión, la adición de zeolita al 2% en la dieta basal mostró eficacia en la involución y salud uterina, retorno de la actividad ovárica y la condición corporal en vacas en transición, recomendando su uso en las ganaderías lecheras

The continuing evolution of official statistics: some challenges and opportunities

As economies, societies, and environments change, official statistics evolve and develop to reflect those changes. In reaction to disruptive innovations arising from globalisation, technological advances, and cultural changes, the pace of change of official statistics will accelerate in the future. The motivation for change may also be more existential than that of the past as official statisticians consider the survival of their discipline. This article examines some of the emerging developments and questions whether they present threats or offer opportunities.