Deborah Nolan

Sara Stoudt

The Art of Writing for Data Science

Communicating with Data

Andrew Gelman

Students in the sciences, economics, psychology, social sciences, and medicine take introductory statistics. Statistics is increasingly offered at the high school level as well.

A Bag of Tricks

Teaching Statistics

Joseph Gonzalez

Sam Lau

As an aspiring data scientist, you appreciate why organizations rely on data for important decisions--whether it's for companies designing websites, cities deciding how to improve services, or scientists discovering how to stop the spread of disease. And you want the skills required to distill a messy pile of data into actionable insights. We call this the data science lifecycle: the process of collecting, wrangling, analyzing, and drawing conclusions from data. Learning Data Science is the first book to cover foundational skills in both programming and statistics that encompass this entire lifecycle. It's aimed at those who wish to become data scientists or who already work with data scientists, and at data analysts who wish to cross the "technical/nontechnical" divide. If you have a basic knowledge of Python programming, you'll learn how to work with data using industry-standard tools like pandas. Refine a question of interest to one that can be studied with data Pursue data collection that may involve text processing, web scraping, etc. Glean valuable insights about data through data cleaning, exploration, and visualization Learn how to use modeling to describe the data Generalize findings beyond the data

Learning Data Science

Duncan Temple Lang

Web technologies are increasingly relevant to scientists working with data, for both accessing data and creating rich dynamic and interactive displays. The XML and JSON data formats are widely used in Web services, regular Web pages and JavaScript code, and visualization formats such as SVG and KML for Google Earth and Google Maps. In addition, scientists use HTTP and other network protocols to scrape data from Web pages, access REST and SOAP Web Services, and interact with NoSQL databases and text search applications. This book provides a practical hands-on introduction to these technologies, including high-level functions the authors have developed for data scientists. It describes strategies and approaches for extracting data from HTML, XML, and JSON formats and how to programmatically access data from the Web. Along with these general skills, the authors illustrate several applications that are relevant to data scientists, such as reading and writing spreadsheet documents both locally and via Google Docs, creating interactive and dynamic visualizations, displaying spatial-temporal displays with Google Earth, and generating code from descriptions of data structures to read and write data. These topics demonstrate the rich possibilities and opportunities to do new things with these modern technologies. The book contains many examples and case-studies that readers can use directly and adapt to their own work. The authors have focused on the integration of these technologies with the R statistical computing environment. However, the ideas and skills presented here are more general, and statisticians who use other computing environments will also find them relevant to their work. Deborah Nolan is Professor of Statistics at University of California, Berkeley. Duncan Temple Lang is Associate Professor of Statistics at University of California, Davis and has been a member of both the S and R development teams.

XML and Web Technologies for Data Sciences with R

Effectively Access, Transform, Manipulate, Visualize, and Reason about Data and ComputationData Science in R: A Case Studies Approach to Computational Reasoning and Problem Solving illustrates the details involved in solving real computational problems encountered in data analysis. It reveals the dynamic and iterative process by which data analysts

A Case Studies Approach to Computational Reasoning and Problem Solving

Data Science in R

Communicating with Data aims to help students and researchers write about their insights in a way that is both compelling and faithful to the data

Students in the sciences, economics, psychology, social sciences, and medicine take introductory statistics. Statistics is increasingly offered at the high school level as well. However, statistics can be notoriously difficult to teach as it is seen by many students as difficult and boring, if not irrelevant to their subject of choice. To help dispel these misconceptions, Gelman and Nolan have put together this fascinating and thought-provoking book. Based on years of teaching experience the book provides a wealth of demonstrations, examples and projects that involve active student participation. Part I of the book presents a large selection of activities for introductory statistics courses and combines chapters such as, 'First week of class', with exercises to break the ice and get students talking; then 'Descriptive statistics' , collecting and displaying data; then follows the traditional topics - linear regression, data collection, probability and inference. Part II gives tips on what does and what doesn't work in class: how to set up effective demonstrations and examples, how to encourage students to participate in class and work effectively in group projects. A sample course plan is provided. Part III presents material for more advanced courses on topics such as decision theory, Bayesian statistics and sampling.

Terry P. Speed

Integrating the theory and practice of statistics through a series of case studies, each lab introduces a problem, provides some scientific background, suggests investigations for the data, and provides a summary of the theory used in each case. Aimed at upper-division students.

Mathematical Statistics Through Applications

Stat Labs

This is a rich resource of ideas and examples that should be essential reading to all those involved in developing courses and programmes for stimulating students who are considering higher education in the mathematical sciences. Three opening essays take stock of the progress women have made in mathematics in the past twenty years, and are accompanied by quantitative comparisons between male and female students that have striking implications for teachers of mathematics. The heart of the book is a collection of articles about how to teach topics not usually found in the undergraduate curriculum; they provide practical advice about how to help students to achieve their potential. A final part gives detailed information on model teaching programmes that can serve as case-studies.

Deborah Nolan

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