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Statistics: Crutchfield, Kayla R.:
Learning Records, Fall 2005

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California State University, Dominguez Hills
University of Wisconsin, Parkside
Created: January 9, 2006
Latest Update: January 9, 2006

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Index of Topics on Site Statistical Learning Records, Fall 2005
Crutchfield, Kayla R.: Link to name for records.

Message 8672:

last thursday we had a presentation in my popular culture sociology class done my a girl fron louisiana. she presented the class with a first hand look of whats going on in new orleans. it looks like a first rate disaster zone, which i pretty much expected, so i wasn't too surprised when i saw it on video. the distrubing thing about the video was the actions of the few poeple that are back in new orleans. after taking a twenty minute trip through the disastrous parts of new orleans we [speak of] the well preserved french quarter. it wasnt until we reached the portion on the french quarter that we saw people. and this was the disturbing part. not only were these people there, but they were carrying on their daily activities as though they werent in the middle of a disaster zone. there were people getting married and walking down the street with the band playing. it just seemed to me as though they [didn't] realize that disaster was only two blocks away. as long as their houses were fine and they were still living, than nothing else mattered. some people are so careless and i dont understand how you can be so close to the disaster zone and act like nothing happened.


First of all, Kayla, life goes on, even in a war zone. Part of the confusion you experience with seeing that is created because you have never experienced such disaster. They are not "careless." I know you were groping for words. But maybe "hopeful that their lives would still go on" would be a better way to interpret what you saw. You don't stop loving your fiance just because the world is collapsing around you. "This is a good example of the difficulty of using numbers and quantitative analysis without careful consideration of the context in your interpretation. This is also a good example of how our own expectations interfere with our ability to interpret effectively experiences that are "foreign" to our context. Here, by "foreign" I mean outside our own experience. I wish that you could interview the student who presented this video, and ask her how the people shown would have interpreted those scenes. I hope she knew some of them and could share that with you. Think back to your class. Maybe she did share some of that in her presentation?
December 23, 2005

Message 8209:

hey jeannie, i just wanted to tell you that you really opened my eyes to propostion 74. before i read your "summary" of the proposition i admit that i tought that extension of the evaluation/probationary period for public educators was a realistic idea. my sister and i thought that the proposition was about improving the public education system. after reading your "summary" i came away looking at the proposition as a way for the government to keep its citizens down yet again. it just goes to show me yet again that we live in a country that works aganist its own people in damn near ever aspect of life, they will do anything to make a quick buck or keep the buck for that matter.


I wish that weren't so, Kayla. There's an article in the New York Times today or yesterday about how a Principal and Assistant Principal, in New York, were giving unsatisfactory ratings to teachers who disagreed with them and dared to say so. I'll try to remember to put the article up.

Let's relate this back to statistics. The teachers' defenses were based on the number of prior excellent reports they had before the disagreement and the U immediately following the disagreement. One of the problems with the evaluation of teachers is that there is never sufficient time for detailed and verifiable evaluation, leaving lots of room for politicking to play a role. Once again, measurement is the issue. jeanne
December 22, 2005

Message 6894:

hey jeannie, the importance of making the box was to learn pattern recogntion. after making all the folds in preparation to make the box we notice that the big square is filled with many miniture squares. what ever you do to one side, you must do identically to the other side. after being shown how to make the bigger box, the smaller one was a no brainer. you do the exact same things that you did to the bigger piece of paper. the smaller piece of paper will be a smaller replica of the bigger top or bottom half. i hope that it makes since to ya jeannie.


Yep, it makes sense. I would like to see you emphasize that by recognizing the broad underlying pattern you avoid the frustration of memorizing steps. And then I'd like you to relate that to interpretation in statistics, where recognizing the broad structure of mathematical assumptions and representation means you won't need to memorize formulae.
December 22, 2005

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