Posted on 11/17/2021 6:34:19 AM PST by karpov
Last year, Forbes published a headline, “Americans rank a Google internship over a Harvard degree.” It seems higher education is quickly losing hold of its value proposition as the best way to prepare for a job or advance in one’s career.
And that’s not because of a lack of new advancements or insights. Especially in the world of statistics and data science—both of which are among the fastest-growing occupations—there has been tremendous improvement in understanding how we should best analyze data. As a PhD student in organizational psychology, I’m exposed to and have been taught a wide variety of advanced analytical methods: structural equation modeling, meta-analysis, multilevel modeling, machine learning algorithms, mixture modeling, and factor analysis to name a few.
I’m not the only one to experience this rapid growth in advanced analytics curriculum. Modern advanced degree graduates, especially in the social sciences, are often expected to understand this long list of pedantic jargon that few others understand and much less care about. For instance, in my program at George Mason University, the curriculum from 2005 just covers regression, psychometrics, and multivariate (which are generally considered to be introductory content).
Since then, discoveries in more advanced methods have abounded and made their way into curricula. One of the top journals in psychological statistics, Psychological Methods, began in 1996 and since then has published an average of 800 pages annually of articles. In particular, its impact factor (a measure of journal popularity) has skyrocketed in the past decade. The rise of computer technology in statistical analysis has further changed the landscape of analytics curricula.
(Excerpt) Read more at jamesgmartin.center ...
Because “Math is racist” when blacks fail math, and “STEM is sexist” when “enough” women do not graduate with engineering degrees.
The statistics have to contradict the IQ test data or else their raaaascist.
No, Math and especially statistics are not known by most college grads. I think the soft sciences require some very basic statistics where everyone tries to remember the standard error formula, at least for test day. But its shocking how little people understand about either math or science or logic for that matter.
“Because “Math is racist” when blacks fail math, and “STEM is sexist” when “enough” women do not graduate with engineering degrees.”
Isn’t it funny how China and Japan do not have this problem?
It is critical to understand the principle that is so often applied and which provides "cover" for the pronoucements by so very many self-proclaimed "experts":
"If you torture the data enough, it will confess".
“The statistics have to contradict the IQ test data or else their raaaascist.”
William Shockley would definitely agree with you.
Statistics seems far more useful to “ordinary people” than calculus.
Are they learning to be a victim and whitey bad?
Then they are learning everything they need to know.
It must start with counting as a pre-schooler, and that is the parents’ responsibility, a function of the traditional family structure. Arithmetic, without calculator assistance, must be learned thoroughly in grade school.
The basics of algebra and geometry must be taught before junior high.
Student ability in math is unique to the student, and any BS about cultural or racial limitations are just that: BS.
Students must learn the brutal truth that they alone are responsible for their own education. Parents have already willingly surrendered them to the indoctrination centers, often with the best, but ignorant, intentions.
Since the spread of the World Wide Web, students can no longer blame their ignorance and shortcomings on their parents or teachers. The answers are out there and it's up to students to find them, all while avoiding the propaganda and lies of academia.
I remember my first day in Statistics 101 with one of the good professors:
“Statistics NEVER gives you an answer, at best it gives you another question.”
Watched David Barton last night on The American Restoration Tour. It was very alarming to see how schools have manipulated the current generations and what is not being taught about America. If we are to survive as a nation, we must start small and participate locally. If you have an opportunity to see this presentation, please do so.
I agree with Daniel Greenfield-
https://freerepublic.com/focus/f-news/4013223/posts
Learning to balance a checkbook would be a logical first step.
I have never balanced my check book. Ever.
I do. To the penny...every month.
I finally figured out that Statistics was just big words for common sense observations.
Like
Confidence Interval
Sample Size
Population
etc.
William Schokley was quite a guy. I'm familiar with him as a retiree from a career of chip-making.
I have never balanced my check book. Ever.
I stopped the practice of balancing my checkbook against the checks returned when my bank stopped returning checks. Also, I write at most three checks a month, with many months writing NO checks.
What I do now is check for unauthorized charges on my checking account, because so many of my bills are paid via ACH. I also keep a running account of balance, within $10 (instead of to the penny) so if there is a bank error (and bank errors DO occur) I detect it early so it can be resolved easily. In fact, most of the errors stem from mistakes the vendors/utilities make in requesting transfers.
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