A few years ago we had this really cool idea: we had to establish a trial to understand wood quality in context. Sort of following the saying “we don’t know who discovered water, but we are sure that it wasn’t a fish” (attributed to Marshall McLuhan). By now you are thinking WTF is this guy talking about? But the idea was simple; let’s put a trial that had the species we wanted to study (Pinus radiata, a gymnosperm) and an angiosperm (Eucalyptus nitens if you wish to know) to provide the contrast, as they are supposed to have vastly different types of wood. From space the trial looked like this:
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Author: Luis (Page 63 of 71)
On “true” models
Before starting the description of the probability distributions, we want to impose on the reader the essential feature that a model is an interpretation of a real phenomenon that fits its characteristics to some degree of approximation rather than an explanation that would require the model to be “true”. In short, there is no such thing as a “true model”, even though some models are more appropriate than others!
Jean-Michel Marin and Christian P. Robert in Bayesian Core: a practical approach to computational Bayesian statistics.
This week I’m facing my—and many other lecturers’—least favorite part of teaching: grading exams. In a supreme act of procrastination I will continue the previous post, and the antepenultimate one, showing the code for a bivariate analysis of a randomized complete block design.
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Until today all the posts in this blog have used a frequentist view of the world. I have a confession to make: I have an ecumenical view of statistics and I do sometimes use Bayesian approaches in data analyses. This is not quite one of those “the truth will set you free” moments, but I’ll show that one could almost painlessly repeat some of the analyses I presented before using MCMC.
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I bought an Android phone, nothing fancy just my first foray in the smartphone world, which is a big change coming from the dumb phone world(*). Everything is different and I am back at being a newbie; this is what many students feel the same time they are exposed to R. However, and before getting into software, I find it useful to think of teaching from several points of view, considering that there are several user cases:
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