Evolving notes, images and sounds by Luis Apiolaza
One of the main uses for R is for exploration and learning. Let’s say that I wanted to learn simple linear regression (the bread and butter of statistics) and see how the formulas work. I could simulate a simple example and fit the regression with R:
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I started using R ages ago and have happily lived in mostly-base-R for data manipulation. Once in a while I move to something that makes a big difference, like ggplot2 in 2010 or Rmarkdown in 2015, but the set of packages I use for data + plotting hasn’t seen many changes. I have to confess that, meanwhile, I have tested quite a few approaches on the analytics side of things (last year was the turn of Bayesian for me).
Last week, I decided to learn more about the tidyverse, thinking of using it more with forestry postgrad students. Now, there is no lack of tutorials, reviews, documentation, etc. for the tidyverse, but most writing shows a final version of the code, without exposing the thinking and dead ends that go behind it. In this post I show how my code was changing, both after reading a few pieces of documentation and, mostly, from feedback I got from Hadley Wickham and Michael MacAskill via this Kiwi Twitter thread. This post shows minor differences in variable names from that thread, as I changed a few things while reading the files.
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I was attending a course of Bayesian Statistics where this problem showed up:
There is a number of individuals, say 12, who take a pass/fail test 15 times. For each individual we have recorded the number of passes, which can go from 0 to 15. Because of confidentiality issues, we are presented with rounded-to-the-closest-multiple-of-3 data (\(\mathbf{R}\)). We are interested on estimating \(\theta\) of the Binomial distribution behind the data.
Rounding is probabilistic, with probability 2/3 if you are one count away from a multiple of 3 and probability 1/3 if the count is you are two counts away. Multiples of 3 are not rounded.
We can use Gibbs sampling to alternate between sampling the posterior for the unrounded \(\mathbf{Y}\) and \(\theta\). In the case of \(\mathbf{Y}\) I used:
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Currently there is some discussion in New Zealand about the effect of the reclassification of schools in socioeconomic deciles. An interesting aspect of the funding system in New Zealand is that state and state-integrated schools with poorer families receive substantially more funding from the government than schools that receive students from richer families (see this page in the Ministry of Education’s website).
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After writing a blog post about the paper “Sustainability and innovation in staple crop production in the US Midwest” I decided to submit a formal comment to the International Journal of Agricultural Sustainability in July 2013, which was published today. As far as I know, Heinemann et al. provided a rebuttal to my comments, which I have not seen but that should be published soon. This post is an example on how we can use open data (in this case from the USDA and FAO) and free software (R) to participate in scientific discussion (see supplementary material below).
The text below the *** represents my author’s version provided as part of my Green Access rights. The article published in the International Journal of Agricultural Sustainability [copyright Taylor & Francis]; is freely available online at http://dx.doi.org/10.1080/14735903.2014.939842).
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