8 mei 2018

10-03: Data analysis (descriptive)- micro lecture CENTRAL TENDENCY: MODE, MEDIAN AND MEAN

In this micro lecture the following items will be explained regarding this lecture: Understanding various meanings of the words ‘causal explanation’. In this first module, we’ll introduce the basic concepts of descriptive statistics. We’ll talk about cases and variables, and we’ll explain how you can order them in a so-called data matrix. We’ll discuss various levels of measurement and we’ll show you how you can present your data by means of tables and graphs. We’ll also introduce measures of central tendency (like mode, median and mean) and dispersion (like range, interquartile range, variance and standard deviation). We’ll not only tell you how to interpret them; we’ll also explain how you can compute them. Finally, we’ll tell you more about z-scores. In this module we’ll only discuss situations in which we analyze one single variable. This is what we call univariate analysis. In the next module we will also introduce studies in which more variables are involved

8 mei 2018

10-25: Data analysis (descriptive)- ASSIGNMENT 10: SUMMARIZING RATIO VARIABLES

In this assignment the following items will be explained regarding this assignment: In this assignment you will learn how to omprehend the meaning and implications of basic summary measures for ratio variables. Mean, median, quartiles, interquartile range,

25 november 2016

06. When did globalization begin and what did it mean to different people across the globe?

Video about the question 'When did globalization begin and what did it mean to different people across the globe?' Globalization is the gradual integration of economies people and cultures across the globe. Global interactions became more common from 1he 1500. Early globalization is a story of discovery and empire.

20 oktober 2021

4_Information error: surveys - continuous variable

Information error - Implications of information error for surveys

26 mei 2022

Byzantium & Friends | 72. What do we mean by “Byzantine literature”?, with Stratis Papaioannou Thursday May 26, 2022

A conversation with Stratis Papaioannou (University of Crete) about the mismatch between modern ideas of literature (on the one hand) and the texts, conventions, and goals of Byzantine authors (on the other). In what sense are those texts "literature"? Should they be compared to classical texts, modern literature, neither, or both? We talk also about how much of it has survived, and how much might have been lost. The conversation was prompted by the release of Stratis' edited volume,The Oxford Handbook of Byzantine Literature (Oxford University Press 2021).

19 oktober 2021

Geometric and Arithmetic means

The Geometric and Arithmetic mean of distributions are explained for concentration distributions of microorganisms in food, and their impact and relevance on sampling plans and public health.

18 februari 2022

Trueness and Precision

28 oktober 2021

The Rest Is History | 112. Medieval Science

The word ‘medieval’ is often used to mean backward, benighted, unscientific. But is this fair? Historian of science Seb Falk joins Tom and Dominic to explore how the Middle Ages shaped and influenced the development of science. Produced by Left Peg Media and Goalhanger Films.

26 maart 2020

Byzantium & Friends | 20. Carolingian and Byzantine practices of empire compared, with Jennifer Davis Thursday Mar 26, 2020

A conversation with Jennifer Davis (Catholic University of America) on the study of empire in a medieval context, contrasting the different ways in which Charlemagne and the Byzantine emperors ran theirs. What do we mean by empire after all? The discussion is based on her book Charlemagne's Practice of Empire (Cambridge 2015).

25 januari 2023

Law, Imagination and Poetry: Using Poetry as a Means of Learning.

As a lecturer in legal theory, I often hear the complaint from students that reflexive law courses are rather vague (by which students mean abstract). They find it difficult to grasp the theoretical literature. At the same time, many students do acknowledge that in these courses they are ‘allowed to think’ and ‘allowed to have an opinion’. It is up to us as lecturers to show that these courses are relevant and to coach students to deal with the level of abstraction. To tackle the ‘double problem’ of vagueness and irrelevance, I conducted an experiment, inspired by James Boyd White, in which students were asked to report on a philosophical text by means of a poem, in which they had to project the essence of the text unto contemporary (world) politics. The experiment had a dual goal: I sought to challenge students to read a philosophical text differently with the aim of challenging students to think about the text differently, more critically, and analyse its relevance to contemporary problems in (world) politics and law, to discover their own position – their sovereign voice. In this publication you can find the poetry exercise and a link to the article.