# MATH 6627 2010-11 Practicum in Statistical Consulting/Students

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These are links to individual student pages for the Practicum in 2010-11.

• First, create a page for yourself. Deadline: Noon on Friday, January 7, 2011. Click 'edit' to the right of the 'Individual pages' heading below and follow the example for Jane Doe. Note that it is important to start the link with a slash /. This will create your page as a subpage of this one.
• Use your page for weekly postings. Each weekly posting should be done before the following class.
1. Sample Exam Question: A sample exam question and answer on the material of the previous class. Over the course, roughly half of your questions should be intended for an in-class 3-hour exam with 10 questions and the other half for a a weekend take-home exam with 10 questions. The only aid available for in-class questions is a calculator. If you use analyses, you need to include the output in the question. The take-home exam questions should include links to data if necessary and require the examinee to complete their own statistical analyses.
2. Statistics in the News or Statistical Paradoxes and Fallacies: A weekly posting on
• Statistics in the News, preferably, something current or recent but if you find something older that is really interesting that's fine also. Provide some links and, at least, brief comments of your own. Discuss the scientific evidence. Are there gaps between the science and the public presentation of the topic?
OR
• Statistical Paradoxes and Fallacies: a paradox is something that seems false but is true; a fallacy is something that seems true but is not. Statistics abounds with paradoxes and fallacies: things that seem to be one way when you have not yet had the chance to think about them more deeply and turn out to be the opposite on deeper reflection. It is in consulting that paradoxes and fallacies can be most dangerous because misconceptions often have serious consequences for the interpretation of scientific findings. Clients and consultants might have different views because they are at different places on their journey of understanding. For example, clients will often have thought of causality more deeply than many consultants who may have focussed on the mathematical structure of statistics and less on its applications. Understanding the existence and resolution of paradoxes and fallacies is the key to dealing with them in your own work and in your communication with others. As your knowledge of statistics becomes deeper you abandon many simple suppositions and replace them with more sophisticated ones. An important part of communication between statisticians and clients -- for that matter between statisticians and the public or between statisticians and students -- involves understanding simple, often fallacious, suppositions and how they can lead to a deeper understanding.
OR
• Reflections on consulting sessions: Many consultants with the Statistical Consulting Service are willing to allow students to observe some of their sessions if the client also accepts. Indeed some students in this course are experienced SCS consultants. Reflections on the consulting sessions must be framed to protect the privacy of the consultant and client but interesting general principles can often be drawn from specific experiences.
3. Questions and Comments on Groupwork and Class Lectures: At least one question or comment on current group work or lectures. You can answer questions posed in other students' blogs right in the blog. See the entries for Jane Doe below for an example. A good question that elicits a good answer from someone else deserves extra credit for both the question and the answer!