Download e-book for kindle: 100 Ideas That Work! Discipline in the Classroom by Sharon R. Berry

By Sharon R. Berry

ISBN-10: 1583310061

ISBN-13: 9781583310069

Born out of many years of lecture room adventure, this worthy source offers lecturers with a large choice of sensible lecture room administration and self-discipline suggestions.

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Xl I If all observed points fell on the step function, it would be as good a fit as possible: the sum of squared residuals about the exponential regression curve would, however, obviously not be zero, and hence, the R2 statistic would be less than one. In general, the sum of squares about the regression curve tends to be greater than that about the step function, and consequently the R2 statistics tabulated below tend to give conservative indications of the goodness of fit. As a supplemen- tal measure of the fit of the data to the regression curve, for each equation, the proportion of observations on Q~1.

33 As discussed in Section 6, these weights are not consistent estimates of importances as defined in Section 5. 19) developed in Section 4 could be estimated in either way. Note, however, that there is no classical linear regression model equivalent to discriminant analysis for more than two groups, and that only the regression model permits statistical inference regarding the relative importance of attributes. Statistical inference using discriminant analysis must be con- fined to the statistical significance of a particular set of attributes in predicting group membership not the individual relative importance of the attributes.

It seems plausable to suppose that the traveller thinks in terms of a smaller number of (orthogonal) decision "factors" rather than the fifteen attributes given in the questionnaire. In fact, the demand model is constructed on the basis of additive utilities. But several attributes, for example, "comfort" and "pleasantness" may actually be closely related to the same dimension of the mode choice process because the words "comfort" and "pleasantness" may mean about the same 34-35 Goldberger, pp.

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100 Ideas That Work! Discipline in the Classroom by Sharon R. Berry


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