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Statistics: Escobar, Fernando:
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

E-Mail Icon jeannecurran@habermas.org
takata@uwp.edu

Index of Topics on Site Statistical Learning Records, Fall 2005
Escobar, Fernando: Link to name for records.

Message 156 on Learning Records:

This is Fernando Escobar from your Soc 220 class. I hope that this email finds you in great spirits. I also hope that you are feeling well with all that is going on as well. I also wanted to know if you ever listened to that hip-hop song that I gave you. The song is called "What Happen?"

The chorus goes like this:

what happen to the love
what happen to the lessons
what happen to the teachings that were left to us as blessings

The theme of the song is that we are three shaman priest who left planet
Earth thousands of years ago. We left this planet in good conditions and
with LOVE.

Know that we come back we are in shock of how the world has become.

I hope that you liked it.

again, I hope that your health is getting better and I trust that it will. You are a strong soul...

Reply:

No, Fernando. I couldn't figure out what to do with it when I got so exhausted from the radiation, but I look guiltily at it every so often. I will play it, and I will put it up on the site. I like it very much. I'll e-mail you for help when I get back form New York.
jeanne
December 27, 2005

Message109 of Learning Records:

why mention it with ephemeral? the experience of childhood comes and goes faster then we realize, just like the "Naked Space". A reflection of those who were involved, wacthing the children play. That joy can come and go in a blink of an eye.

Reply:

But that joy also leaves a mark that is forever there in our apperceptive mass. Really nice comparison to naked space.

This is statistics. Let's conceptually relate your comment to interpretation of data. When we measure variables, we count and categorize. In that process we are throwing out information, qualitative information that would obscure the clean look we're trying to get a patterns, like the squares. You are recognizing, Fernando, that these fleeting glimpses of joy are just that, "fleeting," so that they are hard to measure in the overall pattern of our infrastructure. You recognized their importance by comparing them to naked space. When we use objective measures and tests we devalue those fleeting moments of real joy, of real learning. and that is the basic problem with "testing." It devalues the essence of the "aha" moment when everything comes together.
jeanne
December 23, 2005

Message 99 of Learning Records:

1. The reason we are making boxes is so we can use it as a visualization or a metamorphosis to compare something to our own selves. The boxes help explain an issue and all the problems are inside that issue.

2. Using the instructions it took around 45 minutes to complete the box.

3. Using the pattern that is left from folding the paper, it is a matter of folding the corners to the inside of where the two main folds meet, or the big x.

4. By looking and following the pattern we learn repetition as well as learn how the next fold is going to be while making the box. We not only learn from hearing but from looking, and this is a perfect example of that. We can represent the lines as being the rows of chairs in a classroom. This is because a classroom is squared as the paper and we have always been taught that students have to always seat in lines and behave a certain way as well. The pattern for making a box can also be compared to how people make lines, and how they form them in almost everywhere they go.

Reply:

Well, I'm not so sure the classroom is "squared." I think it would be more accurate to say that all the students facing forward and seated before a standing or raised authority indicates the hierarchical structure of our institution. That, like the squares of the boxes, indicates by visual pattern sociological messages.
jeanne
December 23, 2005

Message 6643:

"If you wanted to reduce crime, you could -- if that were your sole purpose -- you could abort every black baby in this country and your crime rate would go down."

Someone told me (I forgot who) that this statement was blown out of contetnt. That we should read or listen to what was said before and after this comment. It was supposed to be a sarcastic remark.

However I do believe that we live in a [society that still practices institutional racism].

Reply:

Yes, the context does matter; but so does the underlying unstated assumption that blacks are the greatest source of criminal behavior. One of the most important elements of reasonably interpreting statistics is to understand the unstated assumptions that underlie those statistics.

Message 6644:

it is interesting that in our k-12 history books the focus is in the "good" things about this Govt., it's leaders, and what progress means to America. Why aren't the negatives ever shown in our history? Humans and events are looked at as ideals not as real people...

Reply:

Yes, Fernando. That is generally how we present most information, as though we "know." That is the problem with the arrogance of knowingness, particularly when that knowledge is used to judge good and bad.
jeanne
December 19, 2005
jeanne
December 19, 2005

Message 6811 of October 12:

I posted this because I felt like the indigenous people of America are always put on the backburner of news. These people are isolated and we have almost no way of getting access to them for relief. Proof again that the poor are always brushed to the side, in this case hidden from society and forgotton.

Reply:

That's an important message for governance discourse, Fernando. I think that to draw the line clearly into statistical interpretation you should point out how much we were seeing of this after Katrina, and how perhaps such awareness might bring discussions of poverty back into governance discourse.
jeanne
December 19, 2005



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