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Erklärs mir, als wäre ich 5: komplizierte Sachverhalte einfach dargestellt
Kinder stellen tausend Fragen. Wir Erwachsenen hingegen trauen uns oft nicht mehr, genau nachzufragen. Schliesslich müssten wir es ja längst wissen. Bedauerlicherweise werden viele Themen so kompliziert erklärt, dass den meisten von uns schon nach kurzer Beschäftigung damit die Lust am Wissen vergeht. Doch es geht auch anders! Dieses Buch ist für all die wissensdurstigen Menschen geschrieben worden, die sich nicht damit abfinden wollen, etwas nicht zu verstehen. Grundlegende und aussergewöhnliche Fragen werden hier auf möglichst einfache Art und Weise erklärt - sodass wirklich jeder es versteht.
Robust methods in biostatistics
Robust statistics is an extension of classical statistics that specifically takes into account the concept that the underlying models used to describe data are only approximate. Its basic philosophy is to produce statistical procedures which are stable when the data do not exactly match the postulated models as it is the case for example with outliers. Robust Methods in Biostatistics proposes robust alternatives to common methods used in statistics in general and in biostatistics in particular and illustrates their use on many biomedical datasets. The methods introduced include robust estimation, testing, model selection, model check and diagnostics. They are developed for the following general classes of models: Linear regression Generalized linear models Linear mixed models Marginal longitudinal data models Cox survival analysis model The methods are introduced both at a theoretical and applied level within the framework of each general class of models, with a particular emphasis put on practical data analysis. This book is of particular use for research students,applied statisticians and practitioners in the health field interested in more stable statistical techniques. An accompanying website provides R code for computing all of the methods described, as well as for analyzing all the datasets used in the book.
eBook
The gender-equality paradox in science, technology, engineering, and mathematics education
The underrepresentation of girls and women in science, technology, engineering, and mathematics (STEM) fields is a continual concern for social scientists and policymakers. Using an international database on adolescent achievement in science, mathematics, and reading (N = 472,242), we showed that girls performed similarly to or better than boys in science in two of every three countries, and in nearly all countries, more girls appeared capable of college-level STEM study than had enrolled. Paradoxically, the sex differences in the magnitude of relative academic strengths and pursuit of STEM degrees rose with increases in national gender equality. The gap between boys’ science achievement and girls’ reading achievement relative to their mean academic performance was near universal. These sex differences in academic strengths and attitudes toward science correlated with the STEM graduation gap. A mediation analysis suggested that life-quality pressures in less gender-equal countries promote girls’ and women’s engagement with STEM subjects.
Journal Article
The mark of a woman's record: Gender and academic performance in hiring
Women earn better grades than men across levels of education—but to what end? This article assesses whether men and women receive equal returns to academic performance in hiring. I conducted an audit study by submitting 2,106 job applications that experimentally manipulated applicants’ GPA, gender, and college major. Although GPA matters little for men, women benefit from moderate achievement but not high achievement. As a result, highachieving men are called back significantly more often than high-achieving women—at a rate of nearly 2-to-1. I further find that high-achieving women are most readily penalized when they major in math: high-achieving men math majors are called back three times as often as their women counterparts. A survey experiment conducted with 261 hiring decisionmakers suggests that these patterns are due to employers’ gendered standards for applicants. Employers value competence and commitment among men applicants, but instead privilege women applicants who are perceived as likeable. This standard helps moderate-achieving women, who are often described as sociable and outgoing, but hurts high-achieving women, whose personalities are viewed with more skepticism. These findings suggest that achievement invokes gendered stereotypes that penalize women for having good grades, creating unequal returns to academic performance at labor market entry.
Journal Article
Brief answers to the big questions
\"Dr. Stephen Hawking was the most renowned scientist since Einstein, known both for his groundbreaking work in physics and cosmology and for his mischievous sense of humor. He educated millions of readers about the origins of the universe and the nature of black holes, and inspired millions more by defying a terrifying early prognosis of ALS, which originally gave him only two years to live. In later life he could communicate only by using a few facial muscles, but he continued to advance his field and serve as a revered voice on social and humanitarian issues. Hawking not only unraveled some of the universe's greatest mysteries but also believed science plays a critical role in fixing problems here on Earth. Now he turns his attention to the most urgent issues facing us. Will humanity survive? Should we colonize space? Does God exist? These are just a few of the questions Hawking addresses in this wide-ranging, passionately argued final book from one of the greatest minds in history. Featuring a foreword by Eddie Redmayne, who won an Oscar playing Stephen Hawking, an introduction by Nobel Laureate Kip Thorne, and an afterword from Hawking's daughter, Lucy.\" -- (Source of summary not specified)
Book
Effect of active learning versus traditional lecturing on the learning achievement of college students in humanities and social sciences: a meta-analysis
A previous meta-analysis found that active learning has a positive impact on learning achievements for college students in STEM fields of study. However, no similar meta-analyses have been conducted in the humanities and social sciences. Because major dissimilarities may exist between different fields or domain of knowledge, there can be issues with transferring research findings or knowledge across fields. We therefore meta-analyzed 104 studies that used assessment scores to compare the learning achieved by college students in humanities and social science programs under active instruction versus traditional lecturing. Student performance on assessment scores was found to be higher by 0.489 standard deviations under active instruction (Z = 6.521, p < 0.001, k = 111, N = 15,896). The relative beneficial effect of active instruction was found to be higher for some course subject matters (i.e., Sociology, Psychology, Language, Education, and Economics), for smaller (≤ 20 students) rather than larger class or group sizes, and for upper level rather than introductory courses. Analyses further suggest that these findings are not affected by publication bias.
Journal Article
Scenario-based analysis of the impacts of lake drying on food production in the Lake Urmia Basin of Northern Iran
In many parts of the world, lake drying is caused by water management failures, while the phenomenon is exacerbated by climate change. Lake Urmia in Northern Iran is drying up at such an alarming rate that it is considered to be a dying lake, which has dire consequences for the whole region. While salinization caused by a dying lake is well understood and known to influence the local and regional food production, other potential impacts by dying lakes are as yet unknown. The food production in the Urmia region is predominantly regional and relies on local water sources. To explore the current and projected impacts of the dying lake on food production, we investigated changes in the climatic conditions, land use, and land degradation for the period 1990–2020. We examined the environmental impacts of lake drought on food production using an integrated scenario-based geoinformation framework. The results show that the lake drought has significantly affected and reduced food production over the past three decades. Based on a combination of cellular automaton and Markov modeling, we project the food production for the next 30 years and predict it will reduce further. The results of this study emphasize the critical environmental impacts of the Urmia Lake drought on food production in the region. We hope that the results will encourage authorities and environmental planners to counteract these issues and take steps to support food production. As our proposed integrated geoinformation approach considers both the extensive impacts of global climate change and the factors associated with dying lakes, we consider it to be suitable to investigate the relationships between environmental degradation and scenario-based food production in other regions with dying lakes around the world.
Journal Article
Gender, Competitiveness, and Study Choices in High School: Evidence from Switzerland
Willingness to compete has been found to predict individual and gender differences in educational choices and labor market outcomes. We provide further evidence for this relationship by linking Swiss students' Baccalaureate school (high school) specialization choices to an experimental measure of willingness to compete. Boys are more likely to specialize in math in Baccalaureate school. In line with previous findings, competitive students are more likely to choose a math specialization. Boys are more likely to opt for competition than girls and this gender difference in competitiveness could partially explain why girls are less likely to choose a math-intensive specialization.
Journal Article