LEADER 01376nam--2200397---450- 001 990000338200203316 010 $a3-540-41020-1 035 $a0033820 035 $aUSA010033820 035 $a(ALEPH)000033820USA01 035 $a0033820 100 $a20010208d2000----km-y0itay0103----ba 101 $aeng 102 $aDE 105 $a||||||||001yy 200 1 $aCoordination languages and models$e4th International conference, COORDINATION 2000$eLimassol, Cyprus, September 11-13, 2000$eproceedings$fAntonio Porto ... (eds.) 210 $aBerlino$cSpringer-Verlag$dc2000 215 $aIX, 352 p.$cill.$d20 cm 225 2 $aLecture notes in computer science$v1906 410 $12001$aLecture notes in computer science$v1906 461 1$1001-------$12001 610 0 $aElaborazione parallela$xCongressi$z2000 610 0 $aCongressi$yLimassol$z2000 676 $a004.35 702 1$aPORTO,$bAntonio 710 12$aInternational conference COORDINATION 2000<4.; 2000 Limassol>$0542924 801 0$aIT$bsalbc$gISBD 912 $a990000338200203316 951 $a001 LNCS (1906)$bCBS 0025772$c001 LNCS$d00103423 959 $aBK 969 $aSCI 979 $aPATTY$b90$c20010208$lUSA01$h1152 979 $c20020403$lUSA01$h1641 979 $aPATRY$b90$c20040406$lUSA01$h1624 996 $aCoordination languages and models$9877890 997 $aUNISA LEADER 04168nam 22006135 450 001 9910973859303321 005 20250801073302.0 010 $a1-4612-2244-3 024 7 $a10.1007/978-1-4612-2244-6 035 $a(CKB)3400000000089878 035 $a(SSID)ssj0001298564 035 $a(PQKBManifestationID)11709251 035 $a(PQKBTitleCode)TC0001298564 035 $a(PQKBWorkID)11243379 035 $a(PQKB)11322891 035 $a(DE-He213)978-1-4612-2244-6 035 $a(MiAaPQ)EBC3076750 035 $a(PPN)238035794 035 $a(EXLCZ)993400000000089878 100 $a20121227d1997 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt 182 $cc 183 $acr 200 10$aStatistics $eThe Conceptual Approach /$fby Gudmund R. Iversen, Mary Gergen 205 $a1st ed. 1997. 210 1$aNew York, NY :$cSpringer New York :$cImprint: Springer,$d1997. 215 $a1 online resource (XVIII, 735 p.) 225 1 $aSpringer Undergraduate Textbooks in Statistics 300 $aIncludes index. 311 08$a0-387-94610-1 311 08$a1-4612-7470-2 327 $aStatistics -- Copyright -- PREFACE -- CONTENTS -- Statistics -- CHAPTER 1 -- STATISTICS: RANDOMNESS AND REGULARITY 1 -- CHAPTER 2 -- COLLECTION OF DATA 2 -- CHAPTER 3 -- DESCRIPTION OF DATA: GRAPHS AND TABLES 3 -- CHAPTER 4 -- DESCRIPTION OF DATA: COMPUTING SUMMARY STATISTICS 4 -- CHAPTER 5 -- PROBABILITY 5 -- CHAPTER 6 -- DRAWING CONCLUSIONS: ESTIMATION 6 -- CHAPTER 7 -- DRAWING CONCLUSIONS: HYPOTHESIS TESTING 7 -- CHAPTER 8 -- RELATIONSHIPS BETWEEN VARIABLES 8 -- CHAPTER 9 -- CHI-SQUARE ANALYSIS FOR TWO CATEGORICAL VARIABLES 9 -- CHAPTER 10 -- REGRESSION AND CORRELATION FOR TWO METRIC VARIABLES 10 -- CHAPTER 11 -- ANOVA: ANALYSIS OF VARIANCE FOR A CATEGORICAL AND A METRIC VARIABLE 11 -- CHAPTER 12 -- RANK METHODS FOR TWO RANK VARIABLES 12 -- CHAPTER 13 -- MULTIVARIATE ANALYSIS 13 -- CHAPTER 14 -- STATISTICS IN EVERYDAY LIFE 14 -- GLOSSARY -- STATISTICAL TABLES -- ANSWERS TO ODD-NUMBERED EXERCISES -- Index. 330 $adiscussed in this book. It is clear that with an understanding of the main ideas of statistics, engaged citizens can grasp what the professional number crunchers have produced and evaluate the results. This book grew out of a course designed by Gudmund R. Iversen to meet the challenges created by this greater reliance on statistical It was one of a series of courses designed at Swarthmore information. College to fulfill the mission of a liberal arts college to educate its students for the challenges of the twenty-first century. The idea was that students should not become so involved with the intricacies of a single discipline that they lose sight of the big picture. These courses were intended to educate students to understand how the major ideas of a field relate to the world. In many respects statistics seemed an ideal subject for one such course. While statistics could be a mystifying, self­ aggrandized, and esoteric discipline, it could also be a key to under­ standing many other disciplines. The course, Stat 1: Statistical Think­ ing, was created to produce this understanding. The course proved to be very popular, and each year it grew in size. Over time the lecture notes for the course became more refined and extensive, and eventu­ ally the course material served as the basis for this book. Fonnulas As most statistics instructors are keenly aware, the teaching of statistics has changed dramatically. 410 0$aSpringer Undergraduate Textbooks in Statistics 606 $aStatistics 606 $aProbabilities 606 $aStatistics 606 $aProbability Theory 615 0$aStatistics. 615 0$aProbabilities. 615 14$aStatistics. 615 24$aProbability Theory. 676 $a519.5 700 $aIversen$b Gudmund R$4aut$4http://id.loc.gov/vocabulary/relators/aut$0102347 702 $aGergen$b Mary$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910973859303321 996 $aStatistics$9626890 997 $aUNINA