Majivo wrote:
You can keep claiming that if you want. It'll probably stand until Allegory comes in and corrects you, but hey, at least you and I will know that you're wrong.
To be fair, I didn't understand the difference until my elective sequence.
Majivo wrote:
Obviously, though still somewhat dependent on exactly what you choose to do with it. It could be more easily argued that statistics requires these fields than vice versa. In any case, I'll accept this, though I find it funny that you chose to list off lightweight subjects. O.D.E., seriously? Are we pretending that's worthy of consideration as an example?
P.D.E is not light weight.
Majivo wrote:
And this is where you're wrong. Remember when I mentioned actuaries? Did you just forget about an entire class of people for whom statistics is incredibly vital to their professions?
And they shouldn't be Math majors. I'll tell you what one of my professors told us, "our job isn't crunching numbers". I took that message to heart. I used to purposely lose points in my Physics classes because I didn't fully reduce my answer. Once I got rid of all of the integrals and down to fractions, I stopped. You can add the fractions your own self.
Crap, might as well mandate accounting courses while you at it. There's a reason why there's a Business Calculus class. I'm not implying that their entire job is "number crunching", I've seen how stats uses Cal in their calculations, but if your goal is to find out statistics, then you're better off in the statistics field. If your goal is working with mathematical theories and concepts and/or equations to solve real world problems, then you should be a Math Major.
Just because they fit together perfectly in a certain area, doesn't mean it should be mandated for math students. The same level of calculations can be done in Economics and social sciences, they shouldn't be mandated either. You're wasting valuable class slots that could be used for something else. Common knowledge as you mentioned "well-roundness", is one thing but mandating an entire class, especially more than one, might be too much. The math version of the prob and queue that I didn't take was also a proofing class. That's how you get your well-roundness in, you cram it all in one or two classes that consists of various subjects.
Majivo wrote:
All of this is irrelevant to my point, which is that a decent school would've made you take statistics long before letting you graduate. It's part of that whole "well-rounded" thing we like to have around here. And that is irrelevant to my original point, which is that your grasp of statistics is infantile at best.
Wait, so let me get this straight, before I go to sleep.
1. You don't believe that there are any cons with probability sampling that is countered with non-probability sampling.
2. You don't agree that there exists numerous other factors outside of being random that plays a part in the outcome, i.e. with or without replacements, phone vs email vs snail mail, time of phone calls, automated vs human, spoken or written language, home phone vs cell phone, etc.?
3. You don't believe that it's possible to have two completely different results from a 1000 person sample from a divided 300,000,000 population? For example, one survey says 60% for x and 40% for y while the second survey says 60% for y and 40% for x?
4. You don't agree that the more people you sample, the more representative you are of the entire population?
5. You don't agree that the more people you sample from a given population, the less likely number 3 will occur where you have two completely different polls? For example, given a population of 100 with 50 Repubs and 50 Dems, by sampling only 50 it is likely to not represent one party at all or have a favored representation such as 40 and 10. On the other hand, sampling 75, guarantees 25 Dems and 25 Repubs.
If you agree to these statements, then how again am I wrong?