An extra day, one that only exists every four years. And I am spending this one doing homework. Good thing I love statistics or I would be slightly put out. Last week, before I realized how much work I actually needed to do today, I was planning a leap-day party full of chocolate strawberries and watching "Leap Year" with my roommates. Therefore, I somewhat follow the Rules of Leisure according to Kate Fox. True, I am not improving my apartment with a DIY, but my leisure party follows the privacy so desired by the English.
After reading Rules of Play, I think I will mostly like "playing" in England, but only after a hard day's work of statistics of course. I will admit, I do not think I will ever get drunk and fight someone, so I'll have to just observe that form of social interaction. With the private and domestic pursuits, my favorite was "visiting grand country houses." If it is indeed "one of the most popular national pastimes," I will apparently need to make visiting grand country houses a priority in order to fully submerse myself in the English culture. At least now I will not feel quite as guilty for visiting as many as I am planning for the field study. However, I was surprised that such country houses were for the English themselves and not simply for the tourists. Not only do the English visit the houses, they enjoy it. But I won't argue; I think it is a splendid idea. On my study abroad, girls would complain about all the houses we were forced to visit. The complaining never made sense to me. To me, the houses represented a dying way of life, a life of luxury that most will never have. And I love architecture, and some of those English houses are perfect.
Another pastime I am anxious to implement is "the pub."My first time in London, I did not actually visit any pubs. Legally, I was old enough so that cannot be my excuse. Maybe I was too busy visiting grand houses to visit the pubs. Whatever the reason, now that I am armed with the rules of the pub, I am ready to visit as many as possible. Mostly, I think it will be a great opportunity to see the workings of English culture.
Tuesday, February 28, 2012
Source (2/29)
Marley, C.J. and D.C. Woods. "A comparison of design and model selection methods for supersaturated designs." Computational Statistics and Data Analysis. 54.12 (2010): 3158-3167. Electronic.
Before developing and running a full-blown experiment, a screening experiment is run to discover active factors so statisticians know what to include in the real experiment. A supersaturated design, "in which the number of factors exceeds the number of runs," is used when a large experiment is impractical. However, there is not enough information about the comparison and evaluation of various methods for supersaturated designs. This paper utilizes simulations using different sample sizes and number of active factors.
In the paper, it was stated that the "most flexible design construction methods are algorithmic." In other words, simulations studies reign supreme in supersaturated designs. Another helpful aspect of this article was the list of analysis of data, how the simulations were run to obtain the appropriate results.
Before developing and running a full-blown experiment, a screening experiment is run to discover active factors so statisticians know what to include in the real experiment. A supersaturated design, "in which the number of factors exceeds the number of runs," is used when a large experiment is impractical. However, there is not enough information about the comparison and evaluation of various methods for supersaturated designs. This paper utilizes simulations using different sample sizes and number of active factors.
In the paper, it was stated that the "most flexible design construction methods are algorithmic." In other words, simulations studies reign supreme in supersaturated designs. Another helpful aspect of this article was the list of analysis of data, how the simulations were run to obtain the appropriate results.
Monday, February 27, 2012
Source (2/27)
Biedermann, S. and Woods, D.C. "Optimal designs for generalized nonlinear models with application to second harmonic generation experiments." Journal of the Royal Statistical Society, Series C. 60.2 (2011): 281-299. Electronic.
The paper extends the theoretical basis for non-linear regression using Bayesian design to cluster design. For experiments where the errors are not believed to be normally distributed, non-linear parametric regression models are needed to "describe the influence of one or more explanatory variables on a response." More specifically, "Generalized non-linear models extend non-linear regression models to allow non-normally distributed error structures." After formulating the procedure, the authors use various tests to determine the robustness of GNM (generalized non-linear models).
This article outlines the mathematical and practical tests statisticians use in determining properties of new theories. If my project tends to the more theoretical side, this provides a wonderful basis for usual tests.
The paper extends the theoretical basis for non-linear regression using Bayesian design to cluster design. For experiments where the errors are not believed to be normally distributed, non-linear parametric regression models are needed to "describe the influence of one or more explanatory variables on a response." More specifically, "Generalized non-linear models extend non-linear regression models to allow non-normally distributed error structures." After formulating the procedure, the authors use various tests to determine the robustness of GNM (generalized non-linear models).
This article outlines the mathematical and practical tests statisticians use in determining properties of new theories. If my project tends to the more theoretical side, this provides a wonderful basis for usual tests.
Saturday, February 25, 2012
Splines in Linear Regression (LJ 2/27)
A lot of the papers I have read (skimmed) written by Dr. Woods involve modern regression model methods, such as splines (surprisingly, that graph is an example of a linear, truly linear, model using splines). Currently, I am taking a class on modern regression model (although in my case, modern means 1980, so not cutting edge methods like Dr. Woods), and I realized I will definitely need to understand this core material for my project. In order to make sense of what I have learned, I will briefly detail some modern regression methods and how they will relate to my project.
Data is not linear, regardless of how much statisticians wish it were. Yet there is some much clean and intuitive theory about linear models. Mathematically, linearity is optimal. Instead of wading through murky mathematics and kooky calculations (many of which have been proved impossible to solve), statisticians have adapted linear ideas to fit curvy data. Some methods include splines, smoothing kernels, transformations, and automatic smoothers. Current thought on experimental design relies heavily on such methods, especially splines and smoothers.
Splines: Sometimes, between different experimental groups, the effects of a drug is are different, i.e. the slopes are different. Therefore, one needs to use different lines to predict for the different groups. But you run into problems with continuity, so you extend the basis. (NOTE to self: review linear algebra; Dr. Woods is very mathematical.) When designing experiments, it is important to take the supposed differences into account in order to reduce both variance and bias, the paradigm of statistics.
Smoothers: When the underlying distribution of the points is not a linear, or even a piecewise collection of them, you can only predict point by point. Using the same knot selection idea as in splines, an alternative approach is to put knots at all distinct x values and control the fit of the line (actual linear line) through regularization. Using a smoother matrix formulated from the data, the effective degrees of freedom can be chosen. In design theory and Dr. Woods papers, there is some comment about the selection of effective degrees of freedom. In class, we use a greedy algorithm to chose them, but I would like to be able to learn more about other efficient and conservative ways in choosing the effective degrees of freedom.
Such methods are very applicable in design theory, or at least the more sophisticated and elegant relatives of the above methods. It is important for me to have a strong basis in the above methods so I may have somewhere to build from.
Thursday, February 23, 2012
Modeling My Personality (LJ 2/24)
Taking the test, I realized there were many principles I wish I could answer "no" to but honor-bounded to the truth, I had to answer "yes." For example, "When solving a problem, you would rather follow a familiar approach than seek a new one. " I study statistics; I should be actively seeking new approaches to solving problems. New ideas and approaches are what drives statistics forward. But I love knowing one approach will work. On the flip side, there were questions I had to answer "no," with "You have good control over your desires and temptations." There is a scrumptious, delicious Ghirardelli brownie in my pantry right now, and I do not think I can hold out much longer.
Enough confessions. My profile from two different tests was surprisingly similar. One stated I was
- Very expressed introvert (surprise!)
- Slightly expressed sensing
- Slightly expressed thinking
- Slightly expressed judging
- 71.43% introverted
- 52.94% sensing
- 66.67% thinking
- 76.92% judging
Though not a deal breaker, being an introvert will complicate my project a wee bit. Fortunately, I am not formally interviewing people, but I still will need to talk with people as I do my participating-observing. However, I will be solely in an academic setting, i .e. working with very few people at a time. Therefore, establishing relationships with my fellow studiers will be slow but doable. Also, being an introvert will be helpful in the statistics half of my project. I will have to work alone (excluding my computer) for hours. In fact, on the careers that matched my profile, statistician was number four. According to myersbriggs.org, I have the capability to "decide logically what should be done and work toward it steadily, regardless of distractions." Sounds brilliant for working on statistics.
Sensing/ Intuition (because I basically was fifty-fifty, and I liked the description of both)
The combination of these two personality traits is basically the definition of statistics. Statisticians focus on the fundamental information and then they interpret the results to add meaning to numbers. In regards to the communication portion, it will be helpful to have the basic definitions and theories of communication and then apply and observe (or not) them in the academic world of establishing collaboration.
Thinking
Of course I think: "logic and consistency" is all I am about. Not really one for special cases; they always make proofs and theorems ugly and messy. So again, this is advantageous for the statistics portion of my project. As horrible as it is to admit, academic relations are not really about genuine liking, though it does help. Instead, they are formed for the purpose of academic collaboration, so it is helpful to be thorough and dependable in collaborations. My tendency to look at facts first not people may be a stumbling-block in creating rapport with my host family, but the English like their privacy so by the time I am ready to look at the people, they will be willing to open up as well. Hopefully.
Judging
Specifically, myersbriggs.org determines structure by asking, "In dealing with the outside world, do you prefer to get things decided or do you prefer to stay open to new information and options?" Honestly, if I stayed open to new information, I would never complete another proof. And yes, my outside world is still statistics, in case you were wondering. Of the four categories, I think this one will be the most difficult in adapting myself to England and different situations. If I am not open to new information or options, it could make the idea of a field study obsolete. Not to mention awkward if I become that horrible, America is the greatest sort of international student. However, I do not think I am like that; I just prefer to have decisions made. I am not necessarily closed to new options, ideas, or information. To be on the safe side, I will take extra care to NOT be closed minded in England. If that is indeed my default, I should be able to override it with a conscious effort to be open minded.
Source (2/24)
Woods, D.C. and S.M. Lewis. "Continuous optimal designs for generalized linear models under model uncertainty." Journal of Statistical Theory and Practice. 5 (2011): 137-145. Electronic.
With more and more complex data and experiments, linear regression is often "inadequate." Even with the "modern" regression methods such as b-splines and smoothing kernels, standard factorial designs cannot be modeled well. This papers suggests are more exact designs for specific experiments using sophisticated design selection and criterion to allow uncertainty in the link (or knot) functions. The algorithm's efficiency is tested using simulation studies.
Again, this article helps me narrow down the statistics portion of my project. Understanding previous papers written by Dr. Woods helps me create a more solid literature review, helping me to develop my topic-specific information and significance.
With more and more complex data and experiments, linear regression is often "inadequate." Even with the "modern" regression methods such as b-splines and smoothing kernels, standard factorial designs cannot be modeled well. This papers suggests are more exact designs for specific experiments using sophisticated design selection and criterion to allow uncertainty in the link (or knot) functions. The algorithm's efficiency is tested using simulation studies.
Again, this article helps me narrow down the statistics portion of my project. Understanding previous papers written by Dr. Woods helps me create a more solid literature review, helping me to develop my topic-specific information and significance.
Wednesday, February 22, 2012
Source (2/22)
Woods, Dave and Peter van de Ven. "Blocked Designs for Experiments with Correlated Non-Normal Response." Technometrics. 53.2 (2011): 173-182. Electronic.
In simple linear models, the assumptions are very strict and often unattainable. Often, "many experiments measure a response that cannot be adequately described by a linear model with normally distributed errors." The authors developed a general method of creating efficient blocked designs where the response is distributed as an exponential family using Generalized Estimating Equations. "This methodology is appropriate when the blocking factor is a nuisance variable, as often occurs in industrial experiments." Using both a systematic search and a block optimal design for a Generalized Linear Model, the results are more efficient than using an optimal GLM design. This article is useful as I am trying to clarify my statistical part of the project. This allows me to gain an idea of the type of projects Dr. Woods is involved with.
In simple linear models, the assumptions are very strict and often unattainable. Often, "many experiments measure a response that cannot be adequately described by a linear model with normally distributed errors." The authors developed a general method of creating efficient blocked designs where the response is distributed as an exponential family using Generalized Estimating Equations. "This methodology is appropriate when the blocking factor is a nuisance variable, as often occurs in industrial experiments." Using both a systematic search and a block optimal design for a Generalized Linear Model, the results are more efficient than using an optimal GLM design. This article is useful as I am trying to clarify my statistical part of the project. This allows me to gain an idea of the type of projects Dr. Woods is involved with.
My Project, Take 2 (LJ 2/22)
I was just thinking how wonderful it is when you have no homework due the next day when I remembered I still have a non-stat class. And I have something due. Today. Probably a few hours ago. Oops.
As I was writing my Background, Significance, and Literature Review, I realized some unfortunate issues with my project. To begin with, I had a very, very rough time writing my draft. Though that may in part have been due to the fact I had just finished a grueling test, my paper should have gone more smoothly. Of course, I did not realize as I was writing that I was having issues with my project, not necessarily the writing. After the fact, I am now going to try to absolve my sins in my project.
I realized I have not yet clearly defined either part of my project, rendering the "specific information" very difficult to write. For the communication portion, I have not focused on what I want as the end goal nor on what I am defining as "academic communication". So: as a result of my project, I want to have strengthened the communications between Dr. Woods and BYU. In addition, I want to observe how professor-student communications differ in England as opposed to England. With those observed differences, I want to create a good connection between myself and Dr. Woods, an academic contact that I can continue to utilize in later years. As for the definition of "academic communication," I mean email contact, co-authored papers, weekly meetings, chance encounter conversations, clarifying questions, and presentations. There is probably more I will want to study, but the basic idea is "academic communication" is anything used to develop and sustain an academic relationship.
If possible, my statistics part of my project is even more vague. This is due in part to the fact that my actual project has not been decided. I only know the topic--design. But this in itself can mean anything from experimental design to computer simulations, practical to theoretical. Because I do not yet know what direction I will be pursuing, I cannot create a specific argument as to why I will be contributing to an "academic dialogue" nor can I give substantial "topic-specific information." As much as I would want to clarify my statistics project right now, I can't. At least not at the moment. I need to meet with Dr. Reese (my mentor) to iron out some details, and he may not even know what Dr. Woods wants to work on yet. I am kind of like the work force for part of this project. I just do whatever my professors tell me.
The most unfortunate part of my project is I am still trying to strengthen my argument that I need to do this project in England. Obviously I will have to if I am to work with Dr. Woods, but showing an "understanding of the local context" is a bit difficult. Honestly, I have not determined any "potential sensitivities specific to the culture and topic that may affect [my] field study." Maybe Dr. Woods will be unimpressed with my statistical background and send me back in disgrace? Maybe no one in Southampton will want to have me as an academic contact. Potentially. The project I will eventually work on may be too complex to solve in a summer, or ever. As it is the summer, I may have a difficult time finding students and professors to collaborate with at the university.
With the above clarifications now in place, I should probably re-write my part b. And I most certainly need to talk to Dr. Reese.
As I was writing my Background, Significance, and Literature Review, I realized some unfortunate issues with my project. To begin with, I had a very, very rough time writing my draft. Though that may in part have been due to the fact I had just finished a grueling test, my paper should have gone more smoothly. Of course, I did not realize as I was writing that I was having issues with my project, not necessarily the writing. After the fact, I am now going to try to absolve my sins in my project.
I realized I have not yet clearly defined either part of my project, rendering the "specific information" very difficult to write. For the communication portion, I have not focused on what I want as the end goal nor on what I am defining as "academic communication". So: as a result of my project, I want to have strengthened the communications between Dr. Woods and BYU. In addition, I want to observe how professor-student communications differ in England as opposed to England. With those observed differences, I want to create a good connection between myself and Dr. Woods, an academic contact that I can continue to utilize in later years. As for the definition of "academic communication," I mean email contact, co-authored papers, weekly meetings, chance encounter conversations, clarifying questions, and presentations. There is probably more I will want to study, but the basic idea is "academic communication" is anything used to develop and sustain an academic relationship.
If possible, my statistics part of my project is even more vague. This is due in part to the fact that my actual project has not been decided. I only know the topic--design. But this in itself can mean anything from experimental design to computer simulations, practical to theoretical. Because I do not yet know what direction I will be pursuing, I cannot create a specific argument as to why I will be contributing to an "academic dialogue" nor can I give substantial "topic-specific information." As much as I would want to clarify my statistics project right now, I can't. At least not at the moment. I need to meet with Dr. Reese (my mentor) to iron out some details, and he may not even know what Dr. Woods wants to work on yet. I am kind of like the work force for part of this project. I just do whatever my professors tell me.
The most unfortunate part of my project is I am still trying to strengthen my argument that I need to do this project in England. Obviously I will have to if I am to work with Dr. Woods, but showing an "understanding of the local context" is a bit difficult. Honestly, I have not determined any "potential sensitivities specific to the culture and topic that may affect [my] field study." Maybe Dr. Woods will be unimpressed with my statistical background and send me back in disgrace? Maybe no one in Southampton will want to have me as an academic contact. Potentially. The project I will eventually work on may be too complex to solve in a summer, or ever. As it is the summer, I may have a difficult time finding students and professors to collaborate with at the university.
With the above clarifications now in place, I should probably re-write my part b. And I most certainly need to talk to Dr. Reese.
Monday, February 20, 2012
Being Sensitive (LJ 2/21)
Though it may be slightly sacrilegious the way I always get my topic for my Monday learning journals from church, but there is such great material. Have you ever noticed the abundance of anthropological observations one can make in sacrament meeting alone? Then throw in Sunday School and Relief Society (I assume Elders' Quorum is similar, but I've never actually been), and you have an entire research field. I cannot count the number of times that I have been grateful that the National Geographic has not done an anthropological study about Mormons. Can you imagine having an outside anthropologist observing your Sunday School?
Anyway, sacrament meeting was all about the founding fathers because it is Presidents' Day weekend. I did not think anything of it. After all, it was nothing compared to my home ward's Four of July fast and testimony meeting. (Just so you can imagine: small Utahan town, chock full of redneck republicans. And the birthplace of David O. McKay. Very Mormon. Very patriotic.) And my poor roommate from Canada leans over and asks, "Is it normal to talk about the founding fathers in sacrament meeting?" Hmmmm. A little culturally insensitive? Because she is not an American and does not have extensive knowledge about our founding fathers, the topics alienated my roommate from sacrament meeting. And we are supposed to be a world religion.
Unfortunately, this cultural insensitivity did not register with me until someone else pointed it out to me. Frightening when you consider I am supposed to be preparing to be culturally sensitive. With this fact in mind, I decided to implement various aspects from class and common sense to purge me of my cultural insensitivities.
1. Think before I speak. Okay, this may be a generally good idea, not solely for the purpose of cultural sensitivity. But I need to make sure words coming out of my mouth will not betray unknown ignorance or bullheadedness. Did my bishopric even consider not everyone understands US history?
2. Be observant both here and in England. What defines US culture? English culture? Academic culture? For example, English statisticians use odds. We use probabilities. When I give a presentation in England, I need to make sure to use odds so I do not give myself away (because obviously my accent won't). And who knows what other differences there will be. Here, professors leave to go home at a variety of times. Is it more defined in Southampton? Professors joke with students. Is that taboo or accepted in England. So for now I need to understand what defines the BYU statistics department culture for a stronger comparison.
3. Realize and then ignore predetermined ideas. Though I have not noticed yet, I may have some strong prejudices. I don't think the US is the most amazing country in the world, but there may be something else blisteringly obvious. Maybe like I think the class system in England is ridiculous. Or that Utah is the best place in the world. Little ideas like those. Once recognized, I'll be able to observe the actuality of the ideas.
Unfortunately, this cultural insensitivity did not register with me until someone else pointed it out to me. Frightening when you consider I am supposed to be preparing to be culturally sensitive. With this fact in mind, I decided to implement various aspects from class and common sense to purge me of my cultural insensitivities.
1. Think before I speak. Okay, this may be a generally good idea, not solely for the purpose of cultural sensitivity. But I need to make sure words coming out of my mouth will not betray unknown ignorance or bullheadedness. Did my bishopric even consider not everyone understands US history?
2. Be observant both here and in England. What defines US culture? English culture? Academic culture? For example, English statisticians use odds. We use probabilities. When I give a presentation in England, I need to make sure to use odds so I do not give myself away (because obviously my accent won't). And who knows what other differences there will be. Here, professors leave to go home at a variety of times. Is it more defined in Southampton? Professors joke with students. Is that taboo or accepted in England. So for now I need to understand what defines the BYU statistics department culture for a stronger comparison.
3. Realize and then ignore predetermined ideas. Though I have not noticed yet, I may have some strong prejudices. I don't think the US is the most amazing country in the world, but there may be something else blisteringly obvious. Maybe like I think the class system in England is ridiculous. Or that Utah is the best place in the world. Little ideas like those. Once recognized, I'll be able to observe the actuality of the ideas.
Source (2/21)
Rencher, Alvin, Bruce Schaalje. Linear Models in Statistics. Hoboken: John Wiley & Sons, Inc. 2008. Print.
Linear models are the basis for just about anything statistics related. Having a solid foundation in regression theory and application will help me understand and extend the theory of design studies. In addition to developing linear regression models, this book has a chapter specifically devoted to design theory for both Analysis of Variance models and Analysis of Covariance models. Also, this book explains the theory behind hypothesis testing and what to do when certain assumptions are violated in an experiment. In short, it explains both how to use statistics to design an experiment and how to redeem a poorly designed experiment. Understanding the principles in this book will help me progress with the theory and application behind the statistics in my project.
Linear models are the basis for just about anything statistics related. Having a solid foundation in regression theory and application will help me understand and extend the theory of design studies. In addition to developing linear regression models, this book has a chapter specifically devoted to design theory for both Analysis of Variance models and Analysis of Covariance models. Also, this book explains the theory behind hypothesis testing and what to do when certain assumptions are violated in an experiment. In short, it explains both how to use statistics to design an experiment and how to redeem a poorly designed experiment. Understanding the principles in this book will help me progress with the theory and application behind the statistics in my project.
Friday, February 17, 2012
My nemesis: Simulations (LJ 2/17)
I took my first computer programming class in the winter of my discontent, 2010. We learned (or should have learned) Java, and I absolutely hated it. Not only did I decide to never, ever choose another class or career potentially related to programming, I almost decide to ditch the math major. Barely scraping through the class, I threw in the towel as soon as my final was sort of completed. That summer, I got a fellowship, but I did not read the fine print. Or the full title. It was Interdisciplinary Mentoring Program in Analysis, Computation, and Theory. Yep, I did programming all summer. Once I completed the training, I breathed a sigh of relief: for sure I was done with programming, and I could get back to theoretical math. Nope--my mentor was a statistics professor, and my project dealt mainly with creating a computer function that modeled certain RNA strands in breast cancers.
Since becoming a grad student in statistics, I have learned, with much griping and grumbling, to accept that programming is here to stay and dominate most of my statistical life. So I vanquished my archenemy. But like Sherlock, I have to have a nemesis. While I enjoy most aspects of programming, I struggle with simulation studies. Essentially, a simulation study involves generating a lot of data given various parameters. They are very useful when collecting a lot of "real" data is expensive, unethical, or impossible. For example, atmospheric data, cancer data, etc. Useful yes, easy to accomplish--not at all. My new archenemy. I only got through my first simulation study because I thought it would be my last.
Given simulations haunt me continually, you can guess my horror when I realized what my project entails. Simulation studies. This really hit me yesterday. The statistics department had Dr. Finley as a guest speaker who elaborated on exactly what a computer experiment was. I do not know why I did not connect the terms and think what they meant, but I finally realized computer experiments is just another term for simulation studies.
However after listening to Dr. Finley explain about his research, I had a similar epiphany that I had after listening to the seminar by Dr. Heaton. Studying simulations (especially in London) will help me understand them more so I may apply them to different fields (i.e forestry like Dr. Finley or the atmosphere like Dr. Heaton). Though still a little apprehensive about struggling through the simulations, I am excited that this is my project for England. It is helping me to accept my homework and pay more attention as this is what I'll be doing forever, specifically over the summer.
Since becoming a grad student in statistics, I have learned, with much griping and grumbling, to accept that programming is here to stay and dominate most of my statistical life. So I vanquished my archenemy. But like Sherlock, I have to have a nemesis. While I enjoy most aspects of programming, I struggle with simulation studies. Essentially, a simulation study involves generating a lot of data given various parameters. They are very useful when collecting a lot of "real" data is expensive, unethical, or impossible. For example, atmospheric data, cancer data, etc. Useful yes, easy to accomplish--not at all. My new archenemy. I only got through my first simulation study because I thought it would be my last.
Given simulations haunt me continually, you can guess my horror when I realized what my project entails. Simulation studies. This really hit me yesterday. The statistics department had Dr. Finley as a guest speaker who elaborated on exactly what a computer experiment was. I do not know why I did not connect the terms and think what they meant, but I finally realized computer experiments is just another term for simulation studies.
However after listening to Dr. Finley explain about his research, I had a similar epiphany that I had after listening to the seminar by Dr. Heaton. Studying simulations (especially in London) will help me understand them more so I may apply them to different fields (i.e forestry like Dr. Finley or the atmosphere like Dr. Heaton). Though still a little apprehensive about struggling through the simulations, I am excited that this is my project for England. It is helping me to accept my homework and pay more attention as this is what I'll be doing forever, specifically over the summer.
Wednesday, February 15, 2012
Oh Ophelia (LJ 2/15)
Poor Ophelia. She maybe is a little naive and "chronically submissive," but is it her fault? Does she deserve to be the champion of a rather unpleasant syndrome? I feel the blame lies with Polonius for brainwashing Ophelia from the beginning. In addition to disagreeing with the name, Thomas Plummer's "Diagnosing and Treating the Ophelia Syndrome" was almost a catch-22: my initial reaction to my reading was to accept it as "the TRUTH". There are no more treatments and those listed are of course perfectly suited to everyone--the author then becomes a Polonius. But Plummer urges us to "develop a healthy distrust of authorities and experts" which includes himself. So we should distrust him and not question authorities? Very mind-boggling.Moving past the catch-22, Plummer's treatments have potential both for curing or creating an epic failure. For example, some may take treatment 3, learning to live with uncertainty, as a cop out to trying to understand. After looking at a problem for hours, I am willing to accept defeat and never mind I should be able to understand. I could just take treatment 3 and live with never trying harder.
However, as in all treatments, moderation and critical thinking (and applying) is key. One treatment I am anxious to implement in London is stepping out of bounds in London. Don't panic; mainly I only mean breaking self-imposed bounds. Last summer, I had an internship in Boston. And I watched a lot of Dr. Who episodes. A lot a lot. I barely infiltrated the city. My bounds told me to avoid Boston at night alone, and my fears told me to avoid people in general. I allowed my fear and pointless discretion dictate what I could do. Not to be repeated in London. By stepping out of my bounds, I will be able to observe and learn more about London and myself. Time to stop inflicting rules on myself and holding myself back (within reason). London has so many opportunities, but I have to be willing to break the bounds to have them. If I never question authority or always meekly accept archaic rules imposed by myself to avoid getting hurt or lost, I will not be able to really push the boundaries of statistics, truly establish an academic contact, or honestly observe people and myself.
Monday, February 13, 2012
Source (2/17)
Crisp, Richard, & Rhiannon Turner. "Cognitive Adaptation to the Experience of Social and Cultural Diversity." Psychological Bulletin. 137.2 (2011): 242-266.
This article confronts the question of whether having diversity builds or destroys social bonding. According to the authors, diversity "encourages greater tolerance" and also benefits internal group relations. However, for diversity to be beneficial, it needs to challenge existing stereotypes, resolving predetermined stereotypes. Doing so will increase social cohesion, developing greater cognitive flexibility. In the authors' words, "incorporat[ing] the experience of stereotypically challenging diversity should help enhance cognitive flexibility and creativity and foster self-confidence and the open-mindedness to consider counternormative ways of thinking." By incorporating various aspects of this article, I can try to use the diversity to build better rapport in the academic world.
This article confronts the question of whether having diversity builds or destroys social bonding. According to the authors, diversity "encourages greater tolerance" and also benefits internal group relations. However, for diversity to be beneficial, it needs to challenge existing stereotypes, resolving predetermined stereotypes. Doing so will increase social cohesion, developing greater cognitive flexibility. In the authors' words, "incorporat[ing] the experience of stereotypically challenging diversity should help enhance cognitive flexibility and creativity and foster self-confidence and the open-mindedness to consider counternormative ways of thinking." By incorporating various aspects of this article, I can try to use the diversity to build better rapport in the academic world.
Source (2/15)
Shteynberg, Garriy. "A Silent Emergence of Culture: The Social Tuning Effect." Journal of Personality and Social Psychology. 99.4 (2010): 683-689. Electronic.
According to Shteynberg, there are at least 164 definitions of culture, but this paper focuses on the definition that culture is the "human ability to form social groups in which shared understandings of what is true, good, and real are constituted." He claims that people adapt their attitudes to be more similar with a particular social group. In fact, if a stimuli is perceived as common to the group, then members' own opinions "gravitate" towards the perceived attitude of the group.
Studying in a different culture, will I be excluded from "cultivat[ing] and maintain[ing] unique patterns of knowledge"? Or will I essentially turn my back on my current culture and align my "personal attitudes" with my academic group? It will be interesting to note how my opinions and attitudes merge with a new culture as I am studying in Southampton.
According to Shteynberg, there are at least 164 definitions of culture, but this paper focuses on the definition that culture is the "human ability to form social groups in which shared understandings of what is true, good, and real are constituted." He claims that people adapt their attitudes to be more similar with a particular social group. In fact, if a stimuli is perceived as common to the group, then members' own opinions "gravitate" towards the perceived attitude of the group.
Studying in a different culture, will I be excluded from "cultivat[ing] and maintain[ing] unique patterns of knowledge"? Or will I essentially turn my back on my current culture and align my "personal attitudes" with my academic group? It will be interesting to note how my opinions and attitudes merge with a new culture as I am studying in Southampton.
Sunday, February 12, 2012
Source (2/13)
Reagans, Ray. "Close Encounters: Analyzing How Social Similarity and Propinquity Contribute to Strong Network Connections." Organization Science. 22.4 (2011): 835-849. Electronic.
Other research has shown that to create strong interpersonal connections, it is importance to be socially similar and close in proximity to each other. However, this article tries to find out why these two factors are important and to study the effects of close proximity in creating social ties. If two people are not similar socially, how does physical distance mitigate the disparity between the two? In regards to my project, I need to understand the effects of being in a different country has on an academic conversation. Socially, I may not be similar to my mentor, so will having a greater distance between us weaken an already shaky foundation? According to this research, the distance is actually a good thing for people with little in common.
Other research has shown that to create strong interpersonal connections, it is importance to be socially similar and close in proximity to each other. However, this article tries to find out why these two factors are important and to study the effects of close proximity in creating social ties. If two people are not similar socially, how does physical distance mitigate the disparity between the two? In regards to my project, I need to understand the effects of being in a different country has on an academic conversation. Socially, I may not be similar to my mentor, so will having a greater distance between us weaken an already shaky foundation? According to this research, the distance is actually a good thing for people with little in common.
Learning the Language (LJ 2/13)
Early last week, we were talking about different skills needed for a participant observation. And as I think this will be my primary method in gathering information about academic communications, I decided to write yet another learning journal about participant observation. In class, we talked about how in order to be an insider/outsider and use a wide angle lens, it is important to learn some of the language. At first, I dismissed this idea because I am going to an English-speaking city, and I think I will be able to converse with people. But then I was involved in two similar situations where the language, though English, was completely different, and I realized the "language" is broader than I had previously realized.
A few weeks ago, I went to a statistics party. Now, before you get too envious, it was just with my fellow first-years hosted by one of our teachers. Conversation was a bit stilted, as one may imagine, especially at the beginning. Even as time wore one, the conversation never really made it out of statistics. Making nerdy jokes about distributions or asking each other about homework griefs was the extent of the conversation. Even when we started playing Trivia Pursuit, conservation never made it out of mere small talk. But I was well-versed in the language of the stats students: either keep your mouth shut or laugh politely at another corny joke.
On Friday, I went to a similar situation, but this time I was surrounded by English/humanities majors. Yes, the curry-filled Sherlock night. Conversation could not have been more different than what I have been accustom to these last few months. Not once did someone mention that of course you could use Cramer-Rao's theorem to prove number 12 on the homework. At the field study party, people actually had opinions and could back them up with reasoning. Maybe not sound reasons, but still. We talked about a range of subjects. Yes, there was the common theme of "London," but the variance on that theme was large. The interactions and mode of conversation was almost alien to a statistician. The "language," comprising of the topic of conversation and the delivery, of the stats group versus the field study group was almost mind-boggling. I had forgotten the conversations with people did not have to be boring. There could still be controversy and different points of view. However, I was not able to contribute much to the conversations because I did not remember my history; I did not know the language of the group.
When I am working with professors and other students in Southampton, I need to observe their "language" in various contexts so that I may say something and not sit there like a bump on a log, conspicuous in every degree. That is to say, understanding the dynamics, the background of the field, the mode of talking, etc. will help be know what is appropriate to say and to know what is important to observe. In addition to providing an opportunity to observe, knowing the language of a group helps build rapport and trust, enabling me to create an stronger academic relationship so I can continue to study academic communications internationally.
A few weeks ago, I went to a statistics party. Now, before you get too envious, it was just with my fellow first-years hosted by one of our teachers. Conversation was a bit stilted, as one may imagine, especially at the beginning. Even as time wore one, the conversation never really made it out of statistics. Making nerdy jokes about distributions or asking each other about homework griefs was the extent of the conversation. Even when we started playing Trivia Pursuit, conservation never made it out of mere small talk. But I was well-versed in the language of the stats students: either keep your mouth shut or laugh politely at another corny joke.
On Friday, I went to a similar situation, but this time I was surrounded by English/humanities majors. Yes, the curry-filled Sherlock night. Conversation could not have been more different than what I have been accustom to these last few months. Not once did someone mention that of course you could use Cramer-Rao's theorem to prove number 12 on the homework. At the field study party, people actually had opinions and could back them up with reasoning. Maybe not sound reasons, but still. We talked about a range of subjects. Yes, there was the common theme of "London," but the variance on that theme was large. The interactions and mode of conversation was almost alien to a statistician. The "language," comprising of the topic of conversation and the delivery, of the stats group versus the field study group was almost mind-boggling. I had forgotten the conversations with people did not have to be boring. There could still be controversy and different points of view. However, I was not able to contribute much to the conversations because I did not remember my history; I did not know the language of the group.
When I am working with professors and other students in Southampton, I need to observe their "language" in various contexts so that I may say something and not sit there like a bump on a log, conspicuous in every degree. That is to say, understanding the dynamics, the background of the field, the mode of talking, etc. will help be know what is appropriate to say and to know what is important to observe. In addition to providing an opportunity to observe, knowing the language of a group helps build rapport and trust, enabling me to create an stronger academic relationship so I can continue to study academic communications internationally.
Friday, February 10, 2012
Status in Communication (LJ 2/10)
I cannot think of a single thing I want to think about enough to write about for the learning journal today. In fact, I just do not want to think. It's Friday (a point I actually keep forgetting somehow). End of story.
A few years ago, "keeping" a learning journal would not have been such a struggle. That was way back when I was still an English major, and in the practice of writing , analyzing, organizing, and developing anything from personal essays to research papers. In short, I was used to taking flimsy ideas and developing them into something substantial. Without choking them with cliches. And my sentences! I could actually write sentences with more varied structures. After about two years of solid math and statistics, the only writing I ever did was writing proofs to theorems in passive voice. The only sentences you used began with then, if, however, when, therefore, thus, and (my personal favorite) hence. Now I think in numbers and graphs, not an analysis of ideas or words. Or worse--I think in code. The extent of my analysis is how to get rid of a for loop that is making my computation time 0.005 of a second longer. The other day, someone asked me what I thought about something, and I thought, "Vacuous proof: anything I say is true because the hypothesis is false." I see someone getting lunch at the vending machine, and I think of the Kaplan-Meier survival curve (i.e the rate of death) divided by the covariates of vending machine consumers and nonconsumers, not about observing the behavior at the vending machine.
So how can this post ever be considered a learning journal? Don't you worry; it does relate. Not a one to one correspondance (name that theorem), but there is a relationship. While on my field study I need to keep in mind I am not only studying statistics; I am observing and developing ideas about communication and life in general. Moreover (I've used this word in proofs too), I need to be more serious in my writing to help me make connections and develop my project (including the statistics portion). I need to think about how my sentences, and from them my ideas, relate to each other to truly formulate my ideas and learnings. That is to say, I should have a purpose in writing-- a freelance purpose, not a given theorem or abstract to follow.
A few years ago, "keeping" a learning journal would not have been such a struggle. That was way back when I was still an English major, and in the practice of writing , analyzing, organizing, and developing anything from personal essays to research papers. In short, I was used to taking flimsy ideas and developing them into something substantial. Without choking them with cliches. And my sentences! I could actually write sentences with more varied structures. After about two years of solid math and statistics, the only writing I ever did was writing proofs to theorems in passive voice. The only sentences you used began with then, if, however, when, therefore, thus, and (my personal favorite) hence. Now I think in numbers and graphs, not an analysis of ideas or words. Or worse--I think in code. The extent of my analysis is how to get rid of a for loop that is making my computation time 0.005 of a second longer. The other day, someone asked me what I thought about something, and I thought, "Vacuous proof: anything I say is true because the hypothesis is false." I see someone getting lunch at the vending machine, and I think of the Kaplan-Meier survival curve (i.e the rate of death) divided by the covariates of vending machine consumers and nonconsumers, not about observing the behavior at the vending machine.So how can this post ever be considered a learning journal? Don't you worry; it does relate. Not a one to one correspondance (name that theorem), but there is a relationship. While on my field study I need to keep in mind I am not only studying statistics; I am observing and developing ideas about communication and life in general. Moreover (I've used this word in proofs too), I need to be more serious in my writing to help me make connections and develop my project (including the statistics portion). I need to think about how my sentences, and from them my ideas, relate to each other to truly formulate my ideas and learnings. That is to say, I should have a purpose in writing-- a freelance purpose, not a given theorem or abstract to follow.
Source (2/10)
Alkire, Armand A, Mary E. Collum, Jaques Kawan, & Leonaore R. Love. "Information Exchange and Accuracy of Verbal Communication Under Social Power Conditions." Journal of Personality and Social Psychology. 9.4 (1968): 301-308. Electronic.
This article studies the effect of social standing on communication, focusing both on receiving information and giving. In the experiment, researchers paired low and high status participants as the experimental group with similar status pairs as the control group. The results indicated that "information is directed upward toward high-status persons in a social hierarchy." More specifically, the low status talked more when paired with a high status than in the control group, and the high talked more in the control group than when paired with a low status subject.
However, the most interesting conclusion was that "the high-status receiver became more active in clarifying and sharpening the messages" from the low status subject, but the low status subjects made fewer interruptions in the explanations from a high status sender. In other words, the low status subjects rarely asked clarifying questions or made comments about their level of understanding while the high status subjects talked in "detailed and detached terms." Thus it is important to "encourage the low-status receiver to sharpen and clarify what the high-status sender is attempting to convey."
With regards to my project, I am almost exclusively studying the communication between a high status subject (the professor) and a low status subject (the student i. e. me). Knowing what happens with the quality of professor-student communication will help me circumvent miscommunication and be aware of my need to ask clarifying questions and be willing to own up to my lack of understanding when necessary.
This article studies the effect of social standing on communication, focusing both on receiving information and giving. In the experiment, researchers paired low and high status participants as the experimental group with similar status pairs as the control group. The results indicated that "information is directed upward toward high-status persons in a social hierarchy." More specifically, the low status talked more when paired with a high status than in the control group, and the high talked more in the control group than when paired with a low status subject.
However, the most interesting conclusion was that "the high-status receiver became more active in clarifying and sharpening the messages" from the low status subject, but the low status subjects made fewer interruptions in the explanations from a high status sender. In other words, the low status subjects rarely asked clarifying questions or made comments about their level of understanding while the high status subjects talked in "detailed and detached terms." Thus it is important to "encourage the low-status receiver to sharpen and clarify what the high-status sender is attempting to convey."
With regards to my project, I am almost exclusively studying the communication between a high status subject (the professor) and a low status subject (the student i. e. me). Knowing what happens with the quality of professor-student communication will help me circumvent miscommunication and be aware of my need to ask clarifying questions and be willing to own up to my lack of understanding when necessary.
Wednesday, February 8, 2012
Source (2/8)
Dykas, Matthew, and Jude Cassidy. "Attachment and the Processing of Social Information Across the Life Span: Theory and Evidence." American Psychological Association. 137.1 (2011): 19-46. Electronic.
As people have more social experiences and more stimuli, they differ in how they process that social information (i.e. "information related to parents, peers, and romantic partners") with regards to accuracy, objectivity, and positivity. Using internal working models of attachment ("mental structures ... conceived of as playing a role in the processing of attachment-relevant social information"), the authors expound on current theory on how people handle social situations based on previous experiences.
This article will be helpful to studying communication in an academic situation because there are people of all ages (well, over 18) working and researching together, each one with a different method of gathering and interpreting information from the surroundings and each other. To best be able to work with others, it is important for me to recognize how age as well as experiences influence people's interpretations. Furthermore, this article provided different classifications to help me know what to look for in establishing an academic relationship.
As people have more social experiences and more stimuli, they differ in how they process that social information (i.e. "information related to parents, peers, and romantic partners") with regards to accuracy, objectivity, and positivity. Using internal working models of attachment ("mental structures ... conceived of as playing a role in the processing of attachment-relevant social information"), the authors expound on current theory on how people handle social situations based on previous experiences.
This article will be helpful to studying communication in an academic situation because there are people of all ages (well, over 18) working and researching together, each one with a different method of gathering and interpreting information from the surroundings and each other. To best be able to work with others, it is important for me to recognize how age as well as experiences influence people's interpretations. Furthermore, this article provided different classifications to help me know what to look for in establishing an academic relationship.
Participant Observation (LJ 2/8)
Sometimes, I think the assignments we do for homework are a little silly. Not just for this class, mind, but in general. However, the participant observation assignment opened up a lot of possibilities beyond merely completing the assignment. As embarrassing as it is to admit, I liked doing my observations. Not only was it fun to make observations on unsuspecting people, but I realized there a whole world of observations needing to be done. It made me realize how oblivious, how severed from the world I have been.
I took my mantra from the article about participant observation: "Not only does the participant observer have a heightened sense of awareness, but he or she must also approach social life with a wide-angle lens, taking in a much broader spectrum of information."
For the first half: I particularly enjoyed the heightened sense of awareness bit. Usually I am lost in my own little world when I am walking about or sitting in class or eating lunch. For example, when I am walking to school, the only thing I ever notice are the robins, mallards, and starlings flying around. But once I start paying attention to my surroundings (not just the sky), there is so much to observe and take note. For example, doing my observation, I noticed how many different stances there are when people are socializing. There is the all-out please-ask-me-out, the only-here-for-the-food, and the bored-but-polite stance (consisting of a pillar to lean against, darting glances looking for an escape, and absentminded nodding).
The second half of the mantra is a bit more difficult to implement. Sometimes, I do not even think about noticing something when I am trying to have a wider angle. After all, if I did not notice it before, how would I know to pay attention to it now? This is one thing I would like to improve on before I get to London. Then, when in London (and life after London), I will to be able to hone in on inconsistencies and difference, those little details, so I may immense and disappear in the culture, wherever I may be. It will be helpful to pick up on the social cues in constructing a contact with various students and professors at the University of Southampton, things I might otherwise miss.
For the first half: I particularly enjoyed the heightened sense of awareness bit. Usually I am lost in my own little world when I am walking about or sitting in class or eating lunch. For example, when I am walking to school, the only thing I ever notice are the robins, mallards, and starlings flying around. But once I start paying attention to my surroundings (not just the sky), there is so much to observe and take note. For example, doing my observation, I noticed how many different stances there are when people are socializing. There is the all-out please-ask-me-out, the only-here-for-the-food, and the bored-but-polite stance (consisting of a pillar to lean against, darting glances looking for an escape, and absentminded nodding).
The second half of the mantra is a bit more difficult to implement. Sometimes, I do not even think about noticing something when I am trying to have a wider angle. After all, if I did not notice it before, how would I know to pay attention to it now? This is one thing I would like to improve on before I get to London. Then, when in London (and life after London), I will to be able to hone in on inconsistencies and difference, those little details, so I may immense and disappear in the culture, wherever I may be. It will be helpful to pick up on the social cues in constructing a contact with various students and professors at the University of Southampton, things I might otherwise miss.
Sunday, February 5, 2012
Source (2/6)
Hastie, Trevor, Robert Tibshirani, & Jerome Friedman. The Elements of Statistical Learning: Data Mining, Inference, and Prediction. Library of Congress: Springer, 2009. Print.
This is a rather boring annotated source because it deals mainly with the statistics portion of my project. However, it was extremely helpful in understanding some of Dr. Woods' publications. I now know about B-splines and their functions. This book is fundamental in building my understanding of computer design, and hence understanding Dr. Woods' papers. This in turn will help me build rapport with Dr. Woods so that I may begin my research with him more quickly and begin constructing an academic conversation.
This is a rather boring annotated source because it deals mainly with the statistics portion of my project. However, it was extremely helpful in understanding some of Dr. Woods' publications. I now know about B-splines and their functions. This book is fundamental in building my understanding of computer design, and hence understanding Dr. Woods' papers. This in turn will help me build rapport with Dr. Woods so that I may begin my research with him more quickly and begin constructing an academic conversation.
Classifying in Class (LJ 2/6)
Confession: Today in church, I was not exactly paying attention to the testimonies being born. Nor was I completely focused on the lesson for gospel doctrine. Instead, I was observing what people were wearing--and how I classify them if I were English. The idea of having distinct classes mystifies me. I know we have them in the US, but I thought they were based mostly on money. Reading the Dress Code chapter in Watching the English made me conclude that classes are not necessarily defined by income or inherited money. I guess I have not paid enough attention to the class system in the US to be able to understand it in the UK. In any case, I tried to apply the rules according to Kate Fox. As she pointed out, it is much easier to do it on women. Matching shoes, belt, and scripture bag: middle. Short short skirt, not very flattering: lower. But all of my observations were mere speculations as I have absolutely no way of finding out if that particular person is middle, high-middle, low, etc. in the rankings. (I am NOT going to ask, especially in church. It would lead to disharmony in the ward.)
Does all of it matter, though? Are the English so fixated on classes, regardless of merit? Are there still prigs in England? After reading various portions of Watching the English, it appears as though the class system is alive and kicking even though serfdom has been abolished for a very long time. What purpose does the class system have, besides creating snobbery? Should I reread the dress rules so I can dress the part, whatever that may be? Does the class system affect academia? Will there be places on campus I will not be able to go because I am not high class (or low class, or high-middle, or whatever)? The system seems archaic to me.
Friday, February 3, 2012
Introvert's Guide to Networking (LJ 2/3)
Earlier this week, I read an article suggested by LinkedIn. It was on the "The 5 things you need to know in the news this week" so this was not directed completely at me. The article is "An Introvert's Guide to Networking." As I am essentially researching networking in England, and I am an introvert, I thought this was a perfect resource for me. I will admit, I'm a little worried about being thrust into another academic environment and being expected to...well...basically feel secure enough to do things as simple as asking questions. Thus, this article was helpful in providing techniques just so I can be more proactive in networking and creating the needed contacts.
The different suggestions this article offered were:
The different suggestions this article offered were:
- Appreciate your introversion (finally! someone who does not consider it a sickness)
- Reach out (Ummm...)
- Prioritize time (to re-energize -- a little bizarre, but hey)
While I do not think re-energizing is the most helpful suggestion (at least for me), I appreciated the other two. Reaching out physically will always be terrifying, but this article suggests reaching out through email, before the physical contact. Check--I will have email contact with Dr. Woods before I meet him face to face. With appreciating my introversion, I need to find what social settings do not overwhelm me. Large rambunctious parties? Nope. Dancing? Ha, right...no. Gatherings where everyone else is dressed in business suits and having a fancy dinner? Since I will just have to talk to one person at a time, I think situations like this would be easier for me to interact.
Through different such strategies, I will be able to best utilize my time in England without wasting a lot crouched on my bed, agonizing over how to network.
Source (2/3)
Arasaratnam, Lily A., Marya L. Doerfel. "Intercultural communication competence: Identifying key components form multicultural perspectives." International Journal of Intercultural Relations. 29.2 (2005): 137-163. Electronic.
This article presents a way of selecting variables that effect intercultural communication competence that can be translated into different cultures. By integrating different theories in social psychology, interpersonal communication, and anthropology, this article meshes past research into a flexible model. Using interview answers, the author define what intercultural communication entails (namely listening skills, having a global outlook, and visual cues).
Because this article provides a definition of intercultural communication, it provides a helpful addition to my annotated sources. This provides a more specific definition to help me narrower down my project ideas.
This article presents a way of selecting variables that effect intercultural communication competence that can be translated into different cultures. By integrating different theories in social psychology, interpersonal communication, and anthropology, this article meshes past research into a flexible model. Using interview answers, the author define what intercultural communication entails (namely listening skills, having a global outlook, and visual cues).
Because this article provides a definition of intercultural communication, it provides a helpful addition to my annotated sources. This provides a more specific definition to help me narrower down my project ideas.
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