CRJ/SOC/SWK 3600 Social Statistics Syllabus, Fall 2012

Office: Sampson 221; Phone: 521-6475; Inclement weather: (910) 521-6888

COURSE OUTLINE AND COURSE OBJECTIVES
The course will come from the material in Chapters 1 - 8 of the text. In addition, we will be watching some of the films from the series Against All Odds: Inside Statistics (you may use the hot link to obtain the library call number for the films)    The course outline follows the sequence of material addressed in the course objectives.  The course objectives are building blocks.   Thus, competence for each course objective is dependent on the students understanding of the previous objective.   Upon completion of this course, the students should be able to think critically about data, to select and use graphical and numerical summaries, to apply standard statistical procedures, and to draw conclusions from such analysis.

Readings	Competencies	Assignments
See hot links Powerpoints	1. To understand basic statistical symbols. (for the projector)  To understand what type of chart (line, pie or bar) to employ in relationship to the data.	Homework
Chap 1	2. To be able to picture and understand the shape of a distribution (central tendency and spread) by using a histogram , a stemplot, and a box plot.	Homework
Chap 2 & 3	3. To understand and calculate measures of central tendency including median, mean, mode, harmonic mean, and geometric mean, and related concepts of quartiles, range, z-score and standard deviation.	Homework
See hot link >	4. To understand the notion of level of measurement including concepts as nominal, ordinal, interval, ratio, quasi interval, discrete, and continuous data	Homework
Chap 3	5. To understand the concept of "distribution" which includes density curves, normal curves, the 69-95-99.7 rule and the standardization rule.	Homework
Chap 3	6. To understand and calculate relative frequencies, percentiles and quartiles.	Homework
Chap 11, 26	7. To appreciate the use of time series analysis by understanding seasonal variations and the process of smoothing data (especially, Moving Averages and Running Medians/Median Trace).	Homework TEST
See hot links >	8. To test and understand the concept of independence and autocorrelation (formula in MS Word 97, it works best by using Explorer -- not Netscape) for time-series analysis.	Homework
Chap 4	9. To understand growth patterns particularly linear and exponential growth.	Homework
Chap 4 & 5	10. To be able to analyze the relationship between two variables using a scatterplot and by adding an addition variable.	Homework
Chap 5	11. To be able to interpret and calculate correlation and appreciation its relationship to regression.	Homework
Chap 6	12. To understand and apply the rules for establishing a causal relationship by analyzing associations and using Simpson's Paradox.	Homework
Chap 8, 9	13. To be able to use and understand experimental designs by comparing them to observational studies, appreciating confounding factors, and accepting the importance of randomization.	Homework TEST
Chap 9	14. To understand how complex surveys are designed and how sampling effect distributions.	Homework
Chap 10, 11, 12	15. To understand and apply probability rules (including the addition and multiplication rules).   For further information see Diaconis .	Homework In class assignment.
Chap 13	16. To understand the use of binomial distributions and the law of large numbers.	Homework
Chap 11	17. To understand the central limit theorem.	Homework
Chap 15	18. To understand and calculate confidence intervals for samples.	Homework
Chap 15, 16, 17	19. To understand the purpose of a significance test, type I/type II errors, P-values, and statistical significance.	Homework TEST
Chap 18	20. To understand and apply t-procedures for single and paired comparisons.	Homework
Chap 19	21. To compare two means, two samples by using the t-test.	Homework
Chap 20-21	22. To be able to produce an inference for proportions and two-way tables.	Homework
Chap 23	23. To understand and apply c2 test and distribution.	Homework
Chap 24	24. To have the basis for understanding and producing an inference for linear regression.	Homework
See hot link >	25. To understand the difference between statistical and practical significance.	Homework TEST


Handouts:

• Examples on Powerpoint and Handouts
• Anorexia Homework (JPG)
• Simpson Paradox Homework (doc)
• Data Sheet for many homework assignments (use Explorer) (The is an Excel file xls)
• Z-score (MS-Excel -- use Explorer for best results)
• Home work for autocorrelation and 2SD approach (MS-Excel -- use Explorer for best results)
• Additional chapters to read (must use Adobe Acrobat Reader)
  • Chapter 26 -- Nonparametric Statistics
  • Chapter 27 -- Statistical Process Control (Key importance for nurses, CRJ majors social workers)
  • Chapter 28 -- Multiple Regression
  • Chapter 29 -- More About ANOVA

Final Exam:  Correction due as listed on Final Exam Schedule

Attendance Policy:  Don't miss class, don't be late. Attendance is worth 10% of your grade.   Being late or leaving early is calculated as .5 raw point while missing a class is calculated as 1 raw point.   I will not consider any changes in the attendance grade during starting the last week of class.   Students must identify problem with their attendance at the end of each class.   Mistakes can be made.  Students are required to review Blackboard to determine if they received credit for the days attended including tardy days.   ALL errors must be reported on later than the class period BEFORE the final test is given.  No error will be addressed once the final test is given.

Homework: Assignments from the workbook, text, collected data other problems will be given daily. Assume that students will be given a homework assignment every day. Under most circumstances, late homework is accepted.   Please understand that homework is the BEST preparation for the tests.  Thus, it is best to make sure your homework is returned to you prior to each test.   Mistakes can be made.  Students are required to review Blackboard to determine if they received credit for their work.   ALL errors must be reported on later than the class period BEFORE the final test is given.  No error will be addressed once the final test is given.

 

Office of Academic Excellence

Tutoring is available by subject with peer tutors who show proficiency in courses and have been trained in effective tutoring strategies.  The tutoring sessions can host up to five students per session.  To get the most effective results students should sign up for tutoring as soon as possible.  Students should also come to tutoring sessions with specific questions prepared regarding course material.  The more consistent the attendance to tutoring sessions, the better students will understand the material and perform at a higher level in class.  Sign up for tutoring in the Center for Academic Excellence office.

 Supplemental Instruction (SI) is available to assigned classes that present historically difficult material.  An SI Leader is an upperclassman, model student who has taken the course and shown proficiency, and has been trained in effective Supplemental Instruction leadership strategies.  An SI Leader is assigned to the course to attend all lecture sessions and host at least three study sessions per week for students to attend voluntarily.  SI sessions will provide supplemental material for students to use to improve their understanding of the course material.  SI sessions also provide an opportunity for students to ask questions, and gain insight from their classmates.  Students are encouraged to attend as frequently as possible to review the class material consistently.  The more frequent the attendance at SI Sessions, the better students will understand the material and perform in class.

 The Resource Learning Lab offers computer based, self-paced tutoring in basic writing skills from composing sentences, paragraphs, and essays, to addressing common writing problems, basic reading comprehension, and word problem dissection.  These programs are 4 – 8 weeks long and offer non-credit, collectable test performance data on each student during their progression through our programs. The Resource Learning Lab also offers tutoring that improves academic study skills through self-help DVD’s, such as Values and Goals, Time Management, Critical Thinking and Problem-Solving, Active Listening and Note-Taking, Researching, Reading and Writing, and Studying and Test-Taking.  These programs are designed to enhance college-level reading comprehension and writing skills, and to improve the areas where students find they have deficiencies.  The Resource Learning Lab is available to all students, whether right out of high school or non-traditional students needing a refresher.


Grading: All exams including final will receive an equal weight which will equal a total of 80% of the final grade. Attendance and class participation are constitute 10% and home is worth 10%.

A 92-100	B 82-86	C 72-76	D 62-66
A- 90-91	B- 80-81	C- 70-71	D- 60-61
B+ 87-89	C+ 77-79	D+ 67-69	F 0-59


Text: The Basic Practice of Statistics and A Study Guide for Moore’s Basic Practice of Statistics by David S. Moore


Suggested References:
Napier, A., Judd, P. J. & Rand, B. (2002). Mastering and Using Microsoft Excel 2002. Boston, Thomson Learning.
Berk, K.N. & Cary, P. (1998). Data Analysis with Microsoft Excel. Pacific Grove, CA: Duxbury.
Middleton, M. R. (2003). Data Analysis Using Excel. Pacific Grove, CA: Duxbury.


Statistical Dictionaries:
http://www.uvm.edu/~dhowell/StatPages/Fundamentals/Glossary.html,
http://www.stats.gla.ac.uk/steps/glossary/alphabet.html,
http://linkage.rockefeller.edu/wli/glossary/stat.html,
http://www.oswego.edu/~kane/econometrics/glossaries.htm,
http://www.xrefer.com/search.jsp


Calculator Recommentation: In my experience, I found that the Sharp Corporation offers the best Scientific Calculators.   One way of testing a calculator is by finding the square of -5.   If your answer is -25, don't purchase the calculator.   A list of features for good calculators for this course can be found at: Scientific Calculators.   If you click on the gold ">>" sign, you'll get detailed information about special features.   If you would like to find a calculator with special features click here: Special Features.

Students with Disabilities: Any student with a documented learning, physical, chronic health, psychological, visual or hearing disability needing academic adjustments is requested to speak directly to Disability Support Services and the instructor, as early in the semester (preferably within the first week) as possible.  All discussions will remain confidential.  Please contact Disability Support Services,  DF Lowry Building, Room 103 or call 910-521-6695. This publication is available in alternative formats upon request.  Please contact Disability Support Services, DF Lowry Building, 910-521-6695.

Cell Phone Policy: Students are not permitted to conduct phone conversations during class time.  Students are not permitted to have cell ring during class time.   Students who use conduct a phone conversation or allow their phones to ring during class time will be drop 10 points on the next quiz or 5 points for their final exam.   During an exam, phones and hand held computers are not permitted in the room.

 Religion Statement:
The University of North Carolina at Pembroke has a legal and moral obligation to accommodate all students who must be absent from classes or miss scheduled exams in order to observe religious holidays; we must be careful not to inhibit or penalize these students for exercising their rights to religious observance.    To accommodate students’ religious holidays, each student will be allowed two excused absences each semester with the following conditions:
1. Students, who submit written notification to their instructors within two weeks of the beginning of the semester, shall be excused from class or other scheduled academic activity to observe a religious holy day of their faith.  Excused absences are limited to two class sessions (days) per semester. 
2. Students shall be permitted a reasonable amount of time to make up tests or other work missed due to an excused absence for a religious observance.
3.Students  should not  be penalized due to absence from class or other scheduled academic activity because of religious observances.  
A student who is to be excused from class for a religious observance is not required to provide a second-party certification of the reason for the absence.   Furthermore, a student who believes that he or she has been unreasonably denied an education benefit due to religious beliefs or practices may seek redress through the student grievance procedure. 

 

BIBLIOGRAPHY
General References
• Bloom, M., Fischer, J. & Orme, J. G. (1999). Evaluation Practice. Boston: Allyn and Bacon.
• Chambers, J.M. (1983). Graphical methods for data analysis. Belmont, Calif.: Wadsworth. QA276.3 .G73 1985
• Charts, Graphs and Stats Index. (1988/1991). Fort Atkinson, Wis.: Highsmith Press, 1992. AI3 .C43 1988-91
• Gordon, S. & Gordon, F. (1992). Statistics For The Twenty-First Century. Washington, D.C.: Mathematical Association of America. HA35 .S72 1992
• Hoaglin, D C. & Moore D. S. (1992). Perspectives On Contemporary Statistics. Washington, D.C.: Mathematical Association of America. QA276.18 .P47 1992
• Jaisingh, L. R., (2000). Statistics for the Utterly Confused. New York: Graw-Hill.
• Kanji, G.K. (1993). Statistical Tests. Thousand Oaks, CA: Sage. Ref QA 277.K35 1995
• Kendall, M. G. (1986). A Dictionary of Statistical Terms. New York: the International Statistical QA276.14 .K46 1986
• Knapp, T. R. (1996).  Learning Statistics Through Playing Cards. Thousand Oaks, CA: Sage Publications. QA 276.12  .K597 1996.
• Kruskal W.H. and Tanur, J. M. (1978). International Encyclopedia Of Statistics. New York: Free Press, 1978. HA17 .I63 v. 1 HA17 .I63 v. 2
• Kurtz, A. K. (1967). Statistical dictionary of terms and symbols New York, Hafner Pub. Co. HA17 .K83 1967
• Madison, B. L. (1990). A Challenge Of Numbers. Washington, D.C. : National Academy Press, 1990. QA13 .M14 1992
• Marriott, F. H. C. (1991). A Dictionary Of Statistical Terms. Burnt Mill, England: International Statistical Institute. HA17 .K4 1991
• Moore, D. (1997). Statistics: Concepts and Controversies. New York: Freeman.
• Owen, D. B. (1962). Handbook Of Statistical Tables. Reading, Mass., Addison-Wesley. HA48.O9
• Phillips, J. L., (1988). How to Think About Statistics New York : W.H. Freeman. HA29 .P517 1988
• Rowntree, D. (1981). Statistics Without Tears: A Primer for Non-mathematicians / New York : Scribner QA276.12 .R68 1981
• Ryan, J. M. (1991). Handbook Of Statistical Procedures And Their Computer Applications To Education And The Behavioral Sciences. New York: American Council on Education LB1028.R93 1991
• Schmid, C.F. (1983). Statistical Graphics: Design Principles And Practices New York : Wiley. QA276.3 .S35 1983
• Sen, P. K. (1989). Beyond The Traditional Frontiers Of Statistical Sciences. Chapel Hill, N.C. : Dept. of Biostatistics, University of North Carolina at Chapel Hill. NC Documents-Fiche G68 3:1861
• Tufte, E. R. (1983). The Visual Display Of Quantitative Information. Cheshire, Conn: Graphics Press, 1983. QA276.3 .T83 1985
• Tufte, E. R. (1990). Envision Information. Cheshire, Conn: Graphics Press.
• Tufte, E. R. (1997). Visual Explanations: Images and Quantities, Evidence and Narrative. Cheshire, Conn: Graphics Press.
• White, J. V. (1984). Using Charts and Graphs: 1000 Ideas for Visual Persuation. R.R. Bowker Company.


References that influence the direction of this course (books used while I was a student)

• Andrews, F. M. et al., (1981). A Guide for Selecting Statistical Techniques for Analyzing Social Science Data. Ann Arbor, MI: University of Michigan, Survey Research Center.
• Blalock, H.M. (1997). Social Statistics. New York: McGraw-Hill.
• Bohnrnstedt, G.W. & Knoke D. (1982). Statistics for Social Data Analysis. Itasca, Il: F.E. Peacock.
• Glass, G.V. & Stanley, J. C. (1970). Statistical Methods in Education and Psychology. Englewood Cliffs, NJ: Prentice Hall.
• Campbell, D.T. & Stanley, J.C. (1963). Experimental and Quasi-Experimental Designs for Research. Chicago: Rand McNally.
• Kluch, H. E. (1970). Statistics: The Essentials for Research. New York: John Wiley.
• Keppel, G. (1982). Design and Analysis: A Research Handbook. Englewood, Cliffs, NJ: Prentice Hall.
• Loether, H.J. & McTavish, D.G. (1980). Descriptive and Inferential Statistics: An Introduction. Boston: Allyn and Bacon.
• Mendenhall, W., Ott, L., & Larson, R.F. (1974). Statistics: A Tool for the Social Sciences. Belmont, CA: Wadsworth.
• Siegal, S. & Castellan, N.J. (1988). Nonparametric Statistics for the Behavioral Sciences. New York: McGraw-Hill.
• Tabachnick, B. G. & Fidell, L. S. (1983). Using Multivariate Statistics. New York: Harper & Row.