Charilaos Skiadas wrote:
As a addendum to all this, this is one of the responses I got from
one of my colleagues:
The problem with R is that our students in many social science
fields, are expected to know SPSS when they go to graduate school.
Not having a background in SPSS would
Our first-year graduate statistics course (in psychology) is
taught by Prof. Paul Rosenbaum, in the statistics department.
Last year (according to my students), he discouraged students
from using R for their homework. He told them it was too hard.
Now he is again teaching the course, recommending
More impressions --
-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of
Charilaos Skiadas
Sent: Thursday, November 09, 2006 11:45 PM
To: r-help@stat.math.ethz.ch
Subject: Re: [R] Making a case for using R in Academia
John (and everyone else
On Fri, 10 Nov 2006, Jim Lemon wrote:
Charilaos Skiadas wrote:
Not having a background in SPSS would put these students at a
disadvantage.
Is this really the case? Does anyone have any such statistics?
Unfortunately not statistics, but my experience in nearly every
(psychology) research
On Wed, Nov 08, 2006 at 09:24:38PM -0500, Charilaos Skiadas wrote:
Hi Charilaos,
I would particularly like to hear from people who were not hard-core
programmers before taking up R, so perhaps had originally some
difficulties with it. How hard was it, and how quickly did it start
As a student, I'll throw my two cents into this discussion. To
preface my opinion, I am in a Joint Ph.D. program in Quantitative
Psychology and Computer Science; I have a significant programming
background and use R (or custom-built software that relies on R in
some way) for the majority
I am just joining this thread. Regarding a tendency of journals to lock out
the use of particular packages, there are rumours that SAS proc mixed has to be
used for particular things. I wonder if whether R might displace SAS or proc
mixed in such a role could depend on wether there the QA
As a addendum to all this, this is one of the responses I got from
one of my colleagues:
The problem with R is that our students in many social science
fields, are expected to know SPSS when they go to graduate school.
Not having a background in SPSS would put these students at a
] On Behalf Of
Charilaos Skiadas
Sent: Thursday, November 09, 2006 11:18 AM
To: r-help@stat.math.ethz.ch
Subject: Re: [R] Making a case for using R in Academia
As a addendum to all this, this is one of the responses I got
from one of my colleagues:
The problem with R is that our students
:[EMAIL PROTECTED] On Behalf Of
Charilaos Skiadas
Sent: Thursday, November 09, 2006 11:18 AM
To: r-help@stat.math.ethz.ch
Subject: Re: [R] Making a case for using R in Academia
As a addendum to all this, this is one of the responses I got
from one of my colleagues:
The problem with R
On 11/9/06, Charilaos Skiadas [EMAIL PROTECTED] wrote:
As a addendum to all this, this is one of the responses I got from
one of my colleagues:
The problem with R is that our students in many social science
fields, are expected to know SPSS when they go to graduate school.
Not having a
http://socserv.mcmaster.ca/jfox
-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of
Charilaos Skiadas
Sent: Thursday, November 09, 2006 11:18 AM
To: r-help@stat.math.ethz.ch
Subject: Re: [R] Making a case for using R
John (and everyone else),
On Nov 9, 2006, at 4:20 PM, John Fox wrote:
Dear Charilaos,
It's very difficult to give definitive answers to the questions
that you
pose because we don't have any good data (at least as far as I
know) about
how widely R is used.
Yes it certainly isn't an
I would just like to add a comment to this thread that a good reason
to use R is that it's so ***EASY*** to use! You can get R to do what
***you*** want.
E.g. I want to set my students an exercise in which they simulate a
data set from a certain distribution (using the inverse probability
On 09-Nov-06 Charilaos Skiadas wrote:
John (and everyone else),
On Nov 9, 2006, at 4:20 PM, John Fox wrote:
Dear Charilaos,
It's very difficult to give definitive answers to the questions
that you
pose because we don't have any good data (at least as far as I
know) about
how
Charles,
As a psychologist in one of departments that you are trying to send
your Hanover undergrads to for grad school let me say that
1) my various colleagues use SPSS, JMP, SAS and R.
2) I teach R as a supplement to my section of the undergraduate
research methods course and in the
Hello, new to the list, first message.
This question perhaps might be more appropriate to R-sig-teaching,
and I'd be happy to take it there if this is not the right place for it.
I am teaching applied statistics at a small liberal arts college with
limited resources, and we are currently
Check http://cran.r-project.org/doc/FAQ/R-FAQ.html#R-and-S and
following links. R has a 95% overlap with S and S+, and those two are
popular enough that statistics books target them (e.g., Venables and
Ripley).
I am teaching applied statistics at a small liberal arts college with
limited
On Wed, 2006-11-08 at 15:55 -0500, Charilaos Skiadas wrote:
Hello, new to the list, first message.
This question perhaps might be more appropriate to R-sig-teaching,
and I'd be happy to take it there if this is not the right place for it.
I am teaching applied statistics at a small
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