In recent years sports statistics have become more valued by professional teams, although this change has been a slow process. Hall of Fame baseball general manager Branch Rickey hired the first full time statistician in 1947, and made numerous statistical formulas to enhance his performance. Yet despite his decades of success, most sports owners did not value advancing statistical methods of evaluating players. For instance, noted statistician Bill James did his research as an outsider to baseball front offices in the 1980s and 1990s, until he was hired in 2003 by the Boston Red Sox. Undoubtedly it was the success of Oakland Athletics general manager Billy Beane and the popularity of the book (and now movie) Moneyball that made it acceptable to use modern statistics as a primary method of talent evaluation.

Although statistical analysis is more common in front offices of sports franchises today, many fans and media pundits tend to paint number crunchers by the same wide brush. The most common stereotype of the sports statistician is the computer nerd who spends most of his time dealing with spreadsheets and little time actually watching the game. By placing them in an "outgroup", those ignorant or hostile to statistical analysis can attribute what one says or thinks to all members of the group. That is if one statistician thinks David Lee is better than Kobe Bryant, then those who stereotype statisticians can claim all numerical based findings are ludicrous.

Stereotypes aside, the reality is that most statisticians, specifically in basketball, watch more games than the casual fan. They tend to use their numerical knowledge to augment their observational perspective. Additionally, statistical analysts vary in how they evaluate the game, and are not in agreement on a multitude of issues. Perhaps the most divisive issue is the value of shot creation.

In the NBA, a team has 24 seconds from gaining possession to take a shot. Should the team fail to do so,...

...Trajico, Maria Liticia D.
BSEd III-A2
REFLECTION
The first thing that puffs in my mind when I heard the word STATISTIC is that it was a very hard subject because it is another branch of mathematics that will make my head or brain bleed of thinking of how I will handle it. I have learned that statistic is a branch of mathematics concerned with the study of information that is expressed in numbers, for example information about the number of times something happens. As I examined on what the statement says, the phrase “number of times something happens” really caught my attention because my subconscious says “here we go again the non-stop solving, analyzing of problems” and I was right. This course of basic statistic has provided me with the analytical skills to crunch numerical data and to make inference from it. At first I thought that I will be alright all along with this subject but it seems that just some part of it maybe it is because I don’t pay much of my attention to it but I have learned many things. I have learned my lesson.
During our every session in this subject before having our midterm examination I really had hard and bad times in coping up with this subject. When we have our very first quiz I thought that I would fail it but it did not happen but after that, my next quizzes I have taken I failed. I was always feeling down when in every quiz I failed because even though I don’t like this...

...techniques.
Firstly we look at data analysis. This approach starts with data that are manipulated or processed
into information that is valuable to decision making. The processing and manipulation of raw
data into meaningful information are the heart of data analysis. Data analysis includes data
description, data inference, the search for relationships in data and dealing with uncertainty
which in turn includes measuring uncertainty and modelling uncertainty explicitly.
In addition to data analysis, other decision making techniques are discussed. These techniques
include decision analysis, project scheduling and network models.
Chapter 1 illustrates a number of ways to summarise the information in data sets, also known as
descriptive statistics. It includes graphical and tabular summaries, as well as summary measures
such as means, medians and standard deviations.
Uncertainty is a key aspect of most business problems. To deal with uncertainty, we need a basic
understanding of probability. Chapter 2 covers basic rules of probability and in Chapter 3 we
discuss the important concept of probability distributions in some generality.
In Chapter 4 we discuss statistical inference (estimation), where the basic problem is to estimate
one or more characteristics of a population. Since it is too expensive to obtain the population
information, we instead select a sample from the population and then use the information in the
sample to infer the...

...of 1000 flights and proportions of three routes in the sample. He divides them into different sub-groups such as satisfaction, refreshments and departure time and then selects proportionally to highlight specific subgroup within the population. The reasons why Mr Kwok used this sampling method are that the cost per observation in the survey may be reduced and it also enables to increase the accuracy at a given cost.
TABLE 1: Data Summaries of Three Routes
Route 1
Route 2
Route 3
Normal(88.532,5.07943)
Normal(97.1033,5.04488)
Normal(107.15,5.15367)
Summary Statistics
Mean
88.532
Std Dev
5.0794269
Std Err Mean
0.2271589
Upper 95% Mean
88.978306
Lower 95% Mean
88.085694
N
500
Sum
44266
Summary Statistics
Mean
97.103333
Std Dev
5.0448811
Std Err Mean
0.2912663
Upper 95% Mean
97.676525
Lower 95% Mean
96.530142
N
300
Sum
29131
Summary Statistics
Mean
107.15
Std Dev
5.1536687
Std Err Mean
0.3644194
Upper 95% Mean
107.86862
Lower 95% Mean
106.43138
N
200
Sum
21430
From the table above, the total number of passengers for route 1 is 44,266, route 2 is 29,131 and route 3 is 21,430 and the total numbers of passengers for 3 routes are 94,827.
Although route 1 has the highest number of passengers and flights but it has the lowest means of passengers among the 3 routes. From...

...compliments the regular mathematics and therefore both are tested in primary schools. Mathematics is the written application of operation. It teaches students to think clearly, reason well and strategize effectively. Mental Mathematics is the ability to utilise mathematical skills to solve problems mentally. The marks scored by pupils generate statistics which are used by teachers to analyse a student’s performance and development of theories to explain the differences in performance.
The Standard 3 class is where the transition from junior to senior level occurs where teachers expect the transference of concrete to abstract thinking would have occurred.
A common theory by many primary school teachers is ‘Students perform better in Mathematics than Mental math. Mental math is something that has to be developed and involves critical thinking. Mental math requires quick thinking and the student must solve the problem in their minds whereas in regular mathematics, the problem can be solved visually. Therefore, teachers should take these factors into consideration while testing and marking students in these areas.’
In this study, the statistics of 30 students of a standard 3 class of San Fernando Boys’ Government School will be analysed to determine the truth of this theory.
DATA COLLECTION METHODS
Mathematics and mental mathematics marks of term 1 of the class of 2013 were obtained from a Standard 3 teacher of San Fernando Boys’...

...Statistics 1
Business Statistics
LaSaundra H. – Lancaster
BUS 308 Statistics for Managers
Instructor Nicole Rodieck
3/2/2014
Statistics 2
When we hear about business statistics, when think about the decisions that a manager makes to help make his/her business successful. But do we really know what it takes to run a business on a statistical level? While some may think that businessstatistics is too much work because it entails a detailed decision making process that includes calculations, I feel that without educating yourself on the processes first you wouldn’t know how to imply statistics. This is a tool managers will need in order to run a successful business. In this paper I will review types of statistical elements like: Descriptive, Inferential, hypothesis development and testing and the evaluation of the results. Also I will discuss what I have learned from business statistics.
My description of Descriptive statistics is that they are the numerical elements that make up a data that can refer to an amount of a categorized description of an item such as the percentage that asks the question, “How many or how much does it take to “ and the outcome numerical amount. According to “Dr. Ashram’s Statistics site” “The quantities most commonly used to measure the dispersion of the values about...

...
MBA 501A – [STATISTICS]
ASSIGNMENT 4
INSTRUCTIONS: You are to work independently on this assignment. The total number of points possible is 50. Please note that point allocation varies per question. Use the Help feature in MINITAB 16 to read descriptions for the data sets so that you can make meaningful comments.
[10 pts] 1. Use the data set OPENHOUSE.MTW in the Student14 folder. Perform the Chi
Square test for independence to determine whether style of home and location are are related. Use α = 0.05. Explain your results.
Pearson Chi-Square = 37.159, DF = 3, P-Value = 0.000
Likelihood Ratio Chi-Square = 40.039, DF = 3, P-Value = 0.000
The P value associated with out chi square is 0.00 and the Alpha level is 0.05 so we reject the null hypothesis. The P- value is less than the alpha level. So, we conclude that style of homes and locations are not related.
[10 pts] 2. Use the data set TEMCO.MTW in the Student14 folder. Perform the Chi
Square test for independence to determine whether department and gender are related. Use α = 0.05. Explain your results.
Pearson Chi-Square = 1.005, DF = 3, P-Value = 0.800
Likelihood Ratio Chi-Square = 1.012, DF = 3, P-Value = 0.798
The P-value associated with out chi square is 0.800 and the Alpha level is 0.05 we can see that we are unable to reject the null hypothesis. The P- value is greater than the alpha level. So, we conclude that departments and gender are related..
[30 pts] 3. Use the data set...

...STAT 600 Statistics and Quantitative Analysis
PROJECT: Stock return estimation
The project must be done by 6-15 a.m. October, 16th. You should submit your projects before the class begins. This is a group project. Read the course outline for general guidelines. Good luck!
The project is closely related to Lectures 1-5 of the class.
Today is September 15, 2013 and you have just started your new job with a financial planning firm. In addition to studying for all your license exams, you have been asked to review a portion of a client’s stock portfolio to determine the risk/return profiles of 12 stocks in the portfolio. Unfortunately, your small firm cannot afford the expensive databases that would provide all this information with a few simple keystrokes, but that’s why they hired you. Specifically, you have been asked to determine the monthly average returns and standard deviations for the 12 stocks for the past five years.
The stocks (with their symbols in parentheses) are:
Apple Computer (AAPL) Hershey (HSY)
Archer Daniels Midland (ADM) Motorola (MOT)
Boeing (BA) Procter and Gamble (PG)
Citigroup (C) Sirius XM radio (SIRI)
Caterpilar (CAT) Wal-Mart (WMT)
Deere&Co. (DE)...

...by your answer to the question.
o In addition to the two to three (2–3) pages required, a title page is to be included. The title page is to contain the title of the assignment, your name, the instructor’s name, the course title, and the date.
NOTE: You will be graded on the presentation of information, the accuracy and completeness of your answers, the logic/organization of the report, the clarity of your explanations, and your writing skills (grammar, style, spelling, etc.)
The assignment will be graded using the following rubric and is worth 6% of course grade:
Outcomes Assessed • Discuss application of course content in the context of a professional setting.
• Use technology and information resources to research issues in statistics.
Grading Rubric for M&M® Project Report
Criteria 0
Unacceptable 10
Developing 20
Competent 30
Exemplary
1. Present the methods, analysis, and results for the five parts of the project. Did not submit or
did not present the methods, analysis, and results for the five parts of the project; or omitted key information and/or included irrelevant information. Completed with less than 60% accuracy, thoroughness, and logic. Partially presented the methods, analysis, and results for the five parts of the project; completed
with 60-79% accuracy and thoroughness. Sufficiently presented the methods, analysis, and results for the five parts of the project; completed
with 80-89% accuracy and thoroughness. Fully...

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