It has been interesting as a student currently learning about t's versus z's
to read all of the dialogue on this matter in the archives. I'm in an
interesting position because for my masters degree over 18 years ago, I
learned this material without the use of computer technology. Thus as a very
nontraditional shall we say, doctoral student in the year 2001, I decided I
needed to take this level statistics again . Certainly as I have affirmed my
suspicions, the technology is different but the basic material is the same.
For me both back then and now, what has been really helpful is the following:
1. honest explanations as to why we are learning something, whether it be to
help us understand the next more complex concept, or to directly use the one
we are learning. It does help when the snstructor says directly to me at
least, "It will be rare that you use this but it will be helpful to you to
understand it because it will help you learn hte next thing."
2. very practical problem demonstration in class, taking the time to go
through each step of the problem solving process and why we are doing it that
way. It especially helps for me if it is a "human type" problem rather then
a "blood gas" problem or a "milligrams of sodium in substances" problem, but
that is most likely because I am a professional counselor and the research I
am interested in conducting in the future is a human behavior problem.
I've also appreciated the respectful attitude I've sensed while reading your
differing opinions and comments.
Lois Ehrmann
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