Figures in scientific publications are critically important because they often show the data supporting key findings. Our systematic review of research articles published in top physiology journals (n = 703) suggests that, as scientists, we urgently need to change our practices for presenting continuous data in small sample size studies. Papers rarely included scatterplots, box plots, and histograms that allow readers to critically evaluate continuous data. Most papers presented continuous data in bar and line graphs. This is problematic, as many different data distributions can lead to the same bar or line graph. The full data may suggest different conclusions from the summary statistics. We recommend training investigators in data presentation, encouraging a more complete presentation of data, and changing journal editorial policies. Investigators can quickly make univariate scatterplots for small sample size studies using our Excel templates.

This statistic depicts the distribution of tools used to compile data and present analytics and/or reports to management, according to a marketing survey of C-level executives, conducted in ************* by Black Ink. As of *************, * percent of respondents used statistical modeling tools, such as IBM's SPSS or the SAS Institute's Statistical Analysis System package, to compile and present their reports.

Social scientists rarely take full advantage of the information available in their statistical results. As a consequence, they miss opportunities to present quantities that are of greatest substantive interest for their research, and to express their degree of certainty about these quantities. In this article, the authors offer an approach, built on the technique of statistical simulation, to extract the currently overlooked information from any statistical method, no matter how complicated, and to interpret and present it in a reader-friendly manner. Using this technique requires some sophistication, but its application should make the results of quantitative articles more informative and transparent to all. To illustrate their recommendations, the authors replicate the results of several published works, showing in each case how the authors' own conclusions could be expressed more sharply and informatively, and how this approach reveals important new information about the research questions at hand.

Most studies in the life sciences and other disciplines involve generating and analyzing numerical data of some type as the foundation for scientific findings. Working with numerical data involves multiple challenges. These include reproducible data acquisition, appropriate data storage, computationally correct data analysis, appropriate reporting and presentation of the results, and suitable data interpretation.Finding and correcting mistakes when analyzing and interpreting data can be frustrating and time-consuming. Presenting or publishing incorrect results is embarrassing but not uncommon. Particular sources of errors are inappropriate use of statistical methods and incorrect interpretation of data by software. To detect mistakes as early as possible, one should frequently check intermediate and final results for plausibility. Clearly documenting how quantities and results were obtained facilitates correcting mistakes. Properly understanding data is indispensable for reaching well-founded conclusions from experimental results. Units are needed to make sense of numbers, and uncertainty should be estimated to know how meaningful results are. Descriptive statistics and significance testing are useful tools for interpreting numerical results if applied correctly. However, blindly trusting in computed numbers can also be misleading, so it is worth thinking about how data should be summarized quantitatively to properly answer the question at hand. Finally, a suitable form of presentation is needed so that the data can properly support the interpretation and findings. By additionally sharing the relevant data, others can access, understand, and ultimately make use of the results.These quick tips are intended to provide guidelines for correctly interpreting, efficiently analyzing, and presenting numerical data in a useful way.

This guidance note sets out the recommended standard presentation of statistics for health areas within the countries and regions of the UK. (File Size 125 KB)

Abstract The essence of statistics is the possibility of extracting relevant information from data collected on aspects of reality. For this, the data are transformed into tables, graphs, and abstract measures. The student's understanding of these transformations is crucial for learning. In this article, we make theoretical reflections on the actions of students and the role of concrete material manipulated as ostensible in the management and display of qualitative statistics that undergo transformations in different semiotic records. For that, it uses the Theory of Semiotic Representation Records and the Anthropological Theory of Didactics, the latter limited to its perspective of ostensive and non-ostensive objects. The weightings indicate that the use of ostensive is motivating in the context of teaching and learning. Thus, it is expected that the reflections made here will contribute to a better understanding and teaching of statistical concepts, as well as to conducting new research.

Visual analytics: Exposing the past, understanding the present, and looking to the future Dan Ariely, founder of The Center for Advanced Hindsight once posted on Facebook, “Big data is like teenage sex: everyone talks about it, nobody really knows how to do it, everyone thinks everyone else is doing it, so everyone claims they are doing it...” This is especially true in Higher Education as much of the work being done to organize, connect, and analyze big data is happening in the for profit sector. This multimedia presentation (video, photos, and text) has three goals. (1) Discuss how the field visual analytics is tackling the problem of analyzing big data. (2) Explore when visual analytics is superior and inferior to typical statistics. (3) Tactics and tools for Institutional Researchers to use in their everyday work to change data into actionable intelligence.

This document sets out the general principles for the standard presentation of statistics in the UK. (File Size - 83 KB)

Sheet 1 (Raw-Data): The raw data of the study is provided, presenting the tagging results for the used measures described in the paper. For each subject, it includes multiple columns: A. a sequential student ID B an ID that defines a random group label and the notation C. the used notation: user Story or use Cases D. the case they were assigned to: IFA, Sim, or Hos E. the subject's exam grade (total points out of 100). Empty cells mean that the subject did not take the first exam F. a categorical representation of the grade L/M/H, where H is greater or equal to 80, M is between 65 included and 80 excluded, L otherwise G. the total number of classes in the student's conceptual model H. the total number of relationships in the student's conceptual model I. the total number of classes in the expert's conceptual model J. the total number of relationships in the expert's conceptual model K-O. the total number of encountered situations of alignment, wrong representation, system-oriented, omitted, missing (see tagging scheme below) P. the researchers' judgement on how well the derivation process explanation was explained by the student: well explained (a systematic mapping that can be easily reproduced), partially explained (vague indication of the mapping ), or not present.

Tagging scheme:
Aligned (AL) - A concept is represented as a class in both models, either

with the same name or using synonyms or clearly linkable names; Wrongly represented (WR) - A class in the domain expert model is incorrectly represented in the student model, either (i) via an attribute, method, or relationship rather than class, or (ii) using a generic term (e.g., user'' instead ofurban planner''); System-oriented (SO) - A class in CM-Stud that denotes a technical implementation aspect, e.g., access control. Classes that represent legacy system or the system under design (portal, simulator) are legitimate; Omitted (OM) - A class in CM-Expert that does not appear in any way in CM-Stud; Missing (MI) - A class in CM-Stud that does not appear in any way in CM-Expert.

All the calculations and information provided in the following sheets

originate from that raw data.

Sheet 2 (Descriptive-Stats): Shows a summary of statistics from the data collection,

including the number of subjects per case, per notation, per process derivation rigor category, and per exam grade category.

Sheet 3 (Size-Ratio):

The number of classes within the student model divided by the number of classes within the expert model is calculated (describing the size ratio). We provide box plots to allow a visual comparison of the shape of the distribution, its central value, and its variability for each group (by case, notation, process, and exam grade) . The primary focus in this study is on the number of classes. However, we also provided the size ratio for the number of relationships between student and expert model.

Sheet 4 (Overall):

Provides an overview of all subjects regarding the encountered situations, completeness, and correctness, respectively. Correctness is defined as the ratio of classes in a student model that is fully aligned with the classes in the corresponding expert model. It is calculated by dividing the number of aligned concepts (AL) by the sum of the number of aligned concepts (AL), omitted concepts (OM), system-oriented concepts (SO), and wrong representations (WR). Completeness on the other hand, is defined as the ratio of classes in a student model that are correctly or incorrectly represented over the number of classes in the expert model. Completeness is calculated by dividing the sum of aligned concepts (AL) and wrong representations (WR) by the sum of the number of aligned concepts (AL), wrong representations (WR) and omitted concepts (OM). The overview is complemented with general diverging stacked bar charts that illustrate correctness and completeness.

For sheet 4 as well as for the following four sheets, diverging stacked bar

charts are provided to visualize the effect of each of the independent and mediated variables. The charts are based on the relative numbers of encountered situations for each student. In addition, a "Buffer" is calculated witch solely serves the purpose of constructing the diverging stacked bar charts in Excel. Finally, at the bottom of each sheet, the significance (T-test) and effect size (Hedges' g) for both completeness and correctness are provided. Hedges' g was calculated with an online tool: https://www.psychometrica.de/effect_size.html. The independent and moderating variables can be found as follows:

Sheet 5 (By-Notation):

Model correctness and model completeness is compared by notation - UC, US.

Sheet 6 (By-Case):

Model correctness and model completeness is compared by case - SIM, HOS, IFA.

Sheet 7 (By-Process):

Model correctness and model completeness is compared by how well the derivation process is explained - well explained, partially explained, not present.

Sheet 8 (By-Grade):

Model correctness and model completeness is compared by the exam grades, converted to categorical values High, Low , and Medium.

One of the first steps in a reference interview is determining what is it the user really wants or needs. In many cases, the question comes down to the unit of analysis: what is it that is being investigated or researched? This presentation will take us through the concept of the unit of analysis so that we can improve our reference service — and make our lives easier as a result! Note: This presentation precedes Working with Complex Surveys: Canadian Travel Survey by Chuck Humphrey (14-Mar-2002).

This metric estimates the proportion of all malignant cancers where patients first presented to the health system as an emergency. This latest publication has been updated to include quarterly data for January to March, April to June and July to September 2022 (quarter 4 of financial year 2021 to 2022 and quarters 1 and 2 of financial year 2022 to 2023) and an update of the one-year rolling proportion.

Summary statistics are fundamental to data science, and are the buidling blocks of statistical reasoning. Most of the data and statistics made available on government web sites are aggregate, however, until now, we have not had a suitable linked data representation available. We propose a way to express summary statistics across aggregate groups as linked data using Web Ontology Language (OWL) Class based sets, where members of the set contribute to the overall aggregate value. Additionally, many clinical studies in the biomedical field rely on demographic summaries of their study cohorts and the patients assigned to each arm. While most data query languages, including SPARQL, allow for computation of summary statistics, they do not provide a way to integrate those values back into the RDF graphs they were computed from. We represent this knowledge, that would otherwise be lost, through the use of OWL 2 punning semantics, the expression of aggregate grouping criteria as OWL classes with variables, and constructs from the Semanticscience Integrated Ontology (SIO), and the World Wide Web Consortium's provenance ontology, PROV-O, providing interoperable representations that are well supported across the web of Linked Data. We evaluate these semantics using a Resource Description Framework (RDF) representation of patient case information from the Genomic Data Commons, a data portal from the National Cancer Institute.

A paper outlining how the gender pay gap will be presented in future ONS Statistical Bulletins

Source agency: Office for National Statistics

Designation: National Statistics

Language: English

Alternative title: Presentation of the Gender Pay Gap: ONS Position Paper

This guidance note sets out the recommended standard presentation of statistics for built-up areas at regional, built-up area and built-up area sub-division levels in England and Wales. (File Size - 727 KB)

This document sets out the recommended standard presentation of statistics for 2011 travel to work areas in the UK.

This document sets out the recommended standard presentation of statistics for administrative areas at regional and sub-regional levels in the UK. This version of the guidance is now available in accessible format. (File Size - 142 KB)

Presentation on data developments and emerging projects regarding macroeconomic accounts, environment, business surveys, prices, cost-recovery projects, and statistical frameworks.

Interactive data visualization has become a staple of modern data presentation. Yet, despite its growing popularity, we still lack a general framework for turning raw data into summary statistics that can be displayed by interactive graphics. This gap may stem from a subtle yet profound issue: while we would often like to treat graphics, statistics, and interaction in our plots as independent, they are in fact deeply connected. This article examines this interdependence in light of two fundamental concepts from category theory: groups and monoids. We argue that the knowledge of these algebraic structures can help us design sensible interactive graphics. Specifically, if we want our graphics to support interactive features which split our data into parts and then combine these parts back together (such as linked selection), then the statistics underlying our plots need to possess certain properties. By grounding our thinking in these algebraic concepts, we may be able to build more flexible and expressive interactive data visualization systems. Supplementary materials for this article are available online.