RUSSIAN ASSOCIATION OF STATISTICIANS:  FILLING THE GAPS IN THE EDUCATION CHAIN

Typically, training in Russia for professionals includes school, university, and postgraduate education. People make their choice regarding university or job after school, and they choose jobs after university. These are very sensitive matters. Help in making the right choice is a real asset. The Russian Association of Statisticians (RASt) is an independent, non-profit organisation that does not provide statistical education as a university and does not collect and process data as a statistical institution. But RASt helps students, universities, and producers of statistical data find each other. The paper describes the activities of RASt which organises the school competition in statistics called “Trend” to support students in choosing a profession and the kick-off competition “Career” for university students to help them get to know their employers. The organisers of the competition for school children usually face a number of problems related to the young age of participants and to limited funding. If we are talking about such a country as huge as Russia, the problems increase. To solve these problems, organisers use a combination of competition of presentations about original statistical researches provided by school teams in regions and an online quiz on statistical topics at the final stage. Technologically, the entire process is supported by ROSSTAT with its IT network. The organisers hope that the competition will make the profession of statistician more popular in Russia and attract more students to statistical programmes in universities. First published February 2020 at Statistics Education Research Journal Archives

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ISLP COUNTRY COORDINATORS AS AMBASSADORSOF STATISTICAL LITERACY AND INNOVATIONS

STATISTICS EDUCATION RESEARCH JOURNAL ◽

10.52041/serj.v19i1.125 ◽

2020 ◽

Vol 19 (1) ◽

pp. 120-136

Author(s):

REIJA HELENIUS ◽

ADRIANA D’AMELIO ◽

PEDRO CAMPOS ◽

STEVE MACFEELY

Keyword(s):

Statistics Education ◽

International Association ◽

Statistical Literacy ◽

Strategic Issues ◽

Statistical Education ◽

Statistical Institute ◽

Recent Success ◽

Research Journal ◽

International Statistical Institute ◽

Education Today

The International Statistical Literacy Project (ISLP) was established in 1994 by the International Statistical Institute and operates under the auspices of the International Association for Statistical Education. Today, the ISLP has 134 country coordinators spread across all continents of the world. The aim of this article is to describe and assess the activities of those country coordinators and discuss their contribution to advancing statistical literacy and that of ISLP. Some strategic issues for the ISLP executive are discussed, in particular, given the recent success of the ISLP in Latin America, and how this might inform future developments of the International Statistical Literacy Project. First published February 2020 at Statistics Education Research Journal Archives

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STATISTICAL EDUCATION: FOCUSING ON THE LEARNER

STATISTICS EDUCATION RESEARCH JOURNAL ◽

10.52041/serj.v9i2.378 ◽

2010 ◽

Vol 9 (2) ◽

pp. 104-107

Author(s):

ALAIN BIHAN-POUDEC

Keyword(s):

Education Research ◽

Observational Study ◽

Qualitative Methods ◽

Statistics Education ◽

Statistical Education ◽

Statistics Education Research ◽

Research Journal ◽

Exogenous Disturbance ◽

Insight Into

For over thirty years, statistical education has fought for a “pedagogy of proximity.” But if this seems to bring greater success, it does not guarantee the understanding of statistical concepts. An analysis of an experiment by Gattuso & Mary (2003, 2005), and an observational study made by the author, highlight the phenomenon of “cognitive isolation.” This underlines the importance of the learners’ views of statistics. The work of Reid and Petocz (2002) corroborates this and provides more insight into the necessity of an exogenous disturbance to learning so that it is fully realized. Methodologically, it emerges that qualitative methods have their full place in statistical education research, including as an opportunity to reassess the research objectives. First published November 2010 at Statistics Education Research Journal: Archives

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Editorial - Vol 17: Number 2

Journal Biomedical and Biopharmaceutical Research ◽

10.19277/bbr.17.2.e ◽

2020 ◽

Vol 17 (2) ◽

pp. 1-1

Author(s):

Luis Monteiro Rodrigues

Keyword(s):

First Year ◽

Scientific Culture ◽

Biomedical Sciences ◽

Non Profit ◽

Research Journal ◽

History Of ◽

Science And Education ◽

Definition Of ◽

The Right ◽

Editorial Procedures

A year for balance This was our first year of a new (risky) experience, assuming a totally online edition, new editorial procedures, organization, and layout. Happening in a year definitively marked by the extraordinary global crisis caused by this SARS COVID19 changing the definition of “normality” in all aspects of our life. Biomedical and Biopharmaceutical Research journal is no exception. The year of our full open access was simultaneously, the year of many other changes and impacts. Crisis always give space to opportunities, and we did got ours. BBR journal achieved to be more professional and available. Closer to the authors, to the reviewers and editors interacting in a regular way. Stronger in its processes and therefore more rigorous and transparent, in the right track for consolidation. This is no doubt, the most productive editorial year ever in the history of BBR. Our options were clearly accepted by our authors. We read these outcomes as a trust token that we deeply appreciate. Our success is their success. Therefore, we will continue to do more and better for this instrument of scientific culture specially conceived and reasoned in the common language of our Portuguese speaking communities. We stress our independent character, non-profit defined, exclusively based in the science and education, wholeheartedly dedicated to the growth of scientific culture. This is part of our foundation and our compromise for the future. This 2020 closure number includes two articles in the Nutrition and Food Sciences section, six articles in the Biomedical Sciences section and six others in the Biopharmaceutical Sciences section. Three other documents complete this number – the Proceedings Book of the 55th Annual Congress of the Brazilian Society of Physiology which included the 1st Portuguese-Brazilian Physiology Meeting organized by both countries’ (sister) Physiology Societies, the Proceedings Book from the 2020 CBIOS Science Sessions, and the Proceedings Book from the IV CBIOS Seminar 2020.

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ON CONCEPTUAL ANALYSIS AS THE PRIMARY QUALITATIVE APPROACH TO STATISTICS EDUCATION RESEARCH IN PSYCHOLOGY

STATISTICS EDUCATION RESEARCH JOURNAL ◽

10.52041/serj.v9i2.380 ◽

2010 ◽

Vol 9 (2) ◽

pp. 123-145 ◽

Cited By ~ 1

Author(s):

AGNES PETOCZ ◽

GLENN NEWBERY

Keyword(s):

Education Research ◽

Scientific Method ◽

Conceptual Analysis ◽

Qualitative Method ◽

Statistics Education ◽

Statistical Education ◽

Statistics Education Research ◽

Research Journal ◽

Qualitative Approaches ◽

Empirical Research Methods

Statistics education in psychology often falls disappointingly short of its goals. The increasing use of qualitative approaches in statistics education research has extended and enriched our understanding of statistical cognition processes, and thus facilitated improvements in statistical education and practices. Yet conceptual analysis, a fundamental part of the scientific method and arguably the primary qualitative method insofar as it is logically prior and equally applicable to all other empirical research methods—quantitative, qualitative, and mixed—has been largely overlooked. In this paper we present the case for this approach, and then report results from a conceptual analysis of statistics education in psychology. The results highlight a number of major problems that have received little attention in standard statistics education research. First published November 2010 at Statistics Education Research Journal: Archives

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ANALISIS YURIDIS PUTUSAN PENGADILAN NEGERI BLORA TENTANG DUALISME KEPENGURUSAN YAYASAN PENDIDIKAN ISLAM KARTAYUDA YANG AKTA PENDIRIANNYA DIBUAT OLEH DAN DIHADAPAN NOTARIS (Studi Kasus Putusan Perkara PN Blora No. 34/Pdt.G/2015/PN.Bla)

Jurnal Akta ◽

10.30659/akta.v4i3.1823 ◽

2017 ◽

Vol 4 (3) ◽

pp. 463

Author(s):

Muslim Ansori ◽

Akhmad Khisni

Keyword(s):

Private Schools ◽

Education System ◽

Crucial Role ◽

The State ◽

Educational Institutions ◽

Legal Entity ◽

Non Profit ◽

The Right

With the enactment of the Education System Act no 20 of 2003 (better known as the Sisdiknas Act), the State has determined that educational institutions should have a legal umbrella in the form of a legal entity, or better known as the Legal Entity Education. As a non-profit organization, the Foundation is the right legal entity that becomes a place for educational institutions, especially private schools. Therefore, of course, Notary has a very crucial role in making notary deed in the form of establishment and deed of change, such as example how in making the right basic budget and not multi interpresatasi for stake holders in the foundation. Therefore, the role of function and authority of the organ of the foundation must be clearly stated in the articles of association, so as not to cause a dispute in the future.KEYWORDS: Notaries, Foundation, Organ Foundation,

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Statistics Education Research Journal

MSOR Connections ◽

10.11120/msor.2004.04030058 ◽

2004 ◽

Vol 4 (3) ◽

pp. 58-58

Author(s):

Flavia Jolliffe ◽

Iddo Gal

Keyword(s):

Education Research ◽

Statistics Education ◽

Statistics Education Research ◽

Research Journal

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CONCEPTUAL KNOWLEDGE OF CONFIDENCE INTERVALS IN PSYCHOLOGY UNDERGRADUATE AND GRADUATE STUDENTS

STATISTICS EDUCATION RESEARCH JOURNAL ◽

10.52041/serj.v18i1.149 ◽

2019 ◽

Vol 18 (1) ◽

pp. 46-62

Author(s):

NOELLE M. CROOKS ◽

ANNA N. BARTEL ◽

MARTHA W. ALIBALI

Keyword(s):

Graduate Students ◽

Confidence Intervals ◽

Null Hypothesis ◽

Conceptual Knowledge ◽

Statistics Education ◽

Psychology Students ◽

Sample Mean ◽

P Values ◽

Research Journal ◽

Graduate Psychology Students

In recent years, there have been calls for researchers to report and interpret confidence intervals (CIs) rather than relying solely on p-values. Such reforms, however, may be hindered by a general lack of understanding of CIs and how to interpret them. In this study, we assessed conceptual knowledge of CIs in undergraduate and graduate psychology students. CIs were difficult and prone to misconceptions for both groups. Connecting CIs to estimation and sample mean concepts was associated with greater conceptual knowledge of CIs. Connecting CIs to null hypothesis significance testing, however, was not associated with conceptual knowledge of CIs. It may therefore be beneficial to focus on estimation and sample mean concepts in instruction about CIs. First published May 2019 at Statistics Education Research Journal Archives

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