Hi,
I'm sure I'm missing basic here, but how do I get for Anscombe data into
R (for problem 3)? If i just do data(anscombe), I get data that looks
*nothing* like Table 5.1. It doesn't say what library to load and I don't see
the data read for download on the website. Any ideas?
Thanks,
Becky
Hi all,
I am having trouble understanding how to interpret the standard error of
the regression (aka residual standard error, in R lingo). In section
notes, it says that we can analyze the meaning of our standard error of
the regression in comparison with the range, standard deviation, min and
max of the dependent variable. But how are we comparing these? Are we
looking for values below, similar to or above these values? I feel like
there is a conceptual link that I am having trouble making here.......
Also, I am not sure in problem three how to "examine and interpret" (Fox,
96) the intercept. I understand the information the slop is giving us but
what does the intercept tell us about the relationship between x and y
suggested by the regression line?
Thanks,
Becky
> Hey Ryan, does by hand on Pr 1 mean on a sheet of paper or do you want it
> in latex?
While LaTeX is preferable, it's perfectly fine to write out these
calculations on paper. If you choose the latter, do so very neatly!
Ryan
Hi Everyone,
I know many of you have been curious about what gov 2000 will look
like this spring. A preliminary version of the syllabus for gov 2000
is now up on the web at:
http://www.courses.fas.harvard.edu/~gov2000/
This will be a very useful class for anyone who plans on doing applied
data analysis and/or wants a solid understanding of how statisticians
think (and social scientists should think) about causality. If you
have any questions about gov 2000 you should feel free to contact Jas
and Alexis. They will also be stopping by the gov 1000 lecture this
Mon. to chat a bit with you about the course.
Best,
Kevin
------------------------------------------------------
Kevin Quinn
Assistant Professor
Department of Government and
Center for Basic Research in the Social Sciences
34 Kirkland Street
Harvard University
Cambridge, MA 02138
Hi, everyone. Thanks to Matthew Landauer for pointing out the following
misprint in the problem set, problem 7. The set describes Segal-Cover
(SC) scores as ranging from -1 to 1, as they in fact do in the original SC
article. However, Epstein and Mershon (EM) recode the original SC scores
to range from 0 to 1. We are using the EM coding, so the scores range
from 0 to 1 for the problem set. Matt is right that this coding
difference is substantively important in interpreting your results as
well; see his suggestion below. The note on page 269 of the EM article
explains how EM recoded the SC scores.
Thanks again, Matt, and apologies to everyone for the error.
Ryan
------------------------------------------
Ryan T. Moore ~ Government & Social Policy
Ph.D. Candidate ~ Harvard University
Homepage: http://www.people.fas.harvard.edu/~rtmoore/
Gov1000: http://www.courses.fas.harvard.edu/~gov1000/
On Sat, 30 Oct 2004, Matthew Walter Landauer wrote:
>
> Hi Ryan,
>
> it seems to me that there might be a mistake in the text of question 7.
> It says that S-C scores range from -1 (perfectly conservative) to 1
> (perfectly liberal), with 0 being moderate. However, all the actual S-C scores we
> have are greater than or equal to zero -- even Scalia gets a 0.00. I am
> guessing that the real scale then is 0 to 1, with 0 being a perfect
> conservative.
>
> This becomes important when interpreting the plot -- does the slope
> coefficient equal the difference in likelihood of voting liberally for a
> moderate and a liberal, or the difference for conservatives and liberals?
>
> thanks,
>
> matt
>
Does anyone have any clarification on what exactly we're supposed to do
with the relationship between the causal/descriptive interpretations and
the acceptance/rejection of the null hypothesis? Are these two separate
questions or are we supposed to explore how the causal/descriptive
interpretations would affect how we approach the null hypothesis?
Thanks,
Vip
For this prior posting:
6.9 on pg. 117 refers to problem 6.6. 6.6 then refers to 5.4. Are we to show
the various calculations for each?
Marie
----- End forwarded message -----
Hmmm. Either should work.
\begin{displaymath}
\frac{1}{2} = 0.5
\end{displaymath}
doesn't work? Are you sure you have all the {'s and }'s in the right
places? Let us know how it turns out.
RTM
------------------------------------------
Ryan T. Moore ~ Government & Social Policy
Ph.D. Candidate ~ Harvard University
Homepage: http://www.people.fas.harvard.edu/~rtmoore/
Gov1000: http://www.courses.fas.harvard.edu/~gov1000/
On Fri, 29 Oct 2004, Lucy Clare Barnes wrote:
> \displaymath. i'll try it using $ to see if that works.
> LB
>
> On Fri, 29 Oct 2004, Ryan Thomas Moore wrote:
>
> >
> > Lucy:
> >
> > I'm not sure what's going wrong, either. It should be that whenever you
> > type $\frac{1}{2} = 0.5$ or
> >
> > \begin{displaymath}
> > \frac{1}{2} = 0.5
> > \end{displaymath}
> >
> > you should get a nicely formatted statement that "1/2 = 0.5". Are you
> > setting the math off using $$ or \displaymath?
> >
> > Ryan
> >
> > ------------------------------------------
> > Ryan T. Moore ~ Government & Social Policy
> > Ph.D. Candidate ~ Harvard University
> >
> > Homepage: http://www.people.fas.harvard.edu/~rtmoore/
> > Gov1000: http://www.courses.fas.harvard.edu/~gov1000/
> >
> > On Fri, 29 Oct 2004, Lucy Clare Barnes wrote:
> >
> > > I'm having trouble getting my fractions to display nicely (or
> > > indeed comprehensibly) in LaTex. Using (in either displaymath or
> > > eqnarray mode):
> > >
> > > \frac{numerator}{denominator} = "whatever else"
> > >
> > > puts everything i type in and after the denominator in the denominator, ie
> > >
> > > numerator/denominator="whatever else"
> > >
> > > i can't see what it is i'm doing wrong from the not so short guide; i'm
> > > sure it must be really obvious
> > >
> > > any suggestions?
> > >
> > > Lucy
> > > _______________________________________________
> > > gov1000-list mailing list
> > > gov1000-list(a)lists.fas.harvard.edu
> > > http://lists.fas.harvard.edu/mailman/listinfo/gov1000-list
> > >
> >
>
I'm having trouble getting my fractions to display nicely (or
indeed comprehensibly) in LaTex. Using (in either displaymath or
eqnarray mode):
\frac{numerator}{denominator} = "whatever else"
puts everything i type in and after the denominator in the denominator, ie
numerator/denominator="whatever else"
i can't see what it is i'm doing wrong from the not so short guide; i'm
sure it must be really obvious
any suggestions?
Lucy
