Here is your chance to post helpful hints, questions, comments, etc. about the three graphs that I posted on Blackboard for your quiz (or the graph about racial disparities in education that we discussed in class). Help one another out!
With these bar graphs I get so confused with the different numbers and percentages and then how to know when or what to multiply to get certain results...math is just not my thing. The second bar graph seems to be the most difficult to read and understand in my opinion.
OK, I know that it can be challenging stuff, but I believe in you both (and everyone else)!
Now, what exactly is confusing you about these particular graphs? It might help future posters on the blog to know the issues in order to potentially assist you and others. What parts have you figured out, and what's still confusing?
First, it might help to state the overall finding in summry form. What's the topic, what are the variables, and what is the overall conclusion? For example, the graph we looked at about same-sex marriage showed that younger people and more educated people (independent variables) supporting legalization of gay marriage (dependent variables).
Then, select one or two actual statistics (the numbers themselves) and show that you get how to read it.
Finally, are there any other interesting trends in the data that you recognize?
I have studied the three graphs and I understand the first graph and the third graph. For the second one I think that I will be able to understand it if I knew the question that was asked of what the graph was trying to show. I see that it is showing the relationship between formal and informal Mentoring and age. However I don't know if it is showing just people being mentored, just the people that are mentoring others, or both. I think that that needs to be specified. If anyone can explain the second graph better, please help.
out of 4 graphs that i saw, the 3 on blackboard and 1 on racial disparities, i only really believe i know 1, maybe 2! the graph on "known juvenile homicide offenders," is weird to explain but i understand HOW to read it. i dont wanna be redundant about years/relationship comment on the side! the racial disparity graph is making a little sense. i have question/example/attempting to understand/explanation, but moreso the understanding part... out of 100% of the initial 17% of black kids enrolled in special education, 33% have mental retardation?!?!?! if i am wrong then that makes 3 that are a tad bit difficult!
I agree with Dr. Greenfield...graphs are actually easy to read once you dismantle them...you just need to take them apart..and then use that to put them back together again...I don't know how to explain it..but if you take each variable apart and read it seperately from the others..than it's easier...once you've done that..then you can put them all together to get the full picture...Reading the title first and trying to understand that always helps...I'm not sure if anyone can understand all of this that I'm saying..but I hope it helps anyone that can...
To break it down again...try to first understand the individual points and then once you can understand each one seperately...look at the bigger picture.
I found a tactic that works for me that may work for someone else,I say the graph data in sentences for example: 35% of mothers are single parents. i hope this can be useful for someone else.
Reading and interpreting the graphs are a little harder than i expected especially since i'm a very visual person. So when we were given the graph that was visually misleading i had a bit of trouble wrapping my mind around it! But it helps to say it in sentence form like dontrell said. Also it really helped me to deconstruct the graph and it helps to compare the information given. I feel like im gaining more confidence in my ability to accurately read graphs and statistics.
Wow...very confusing but also challenging. I love the challenge but not the headache..I get an headache when I look at the graphs but I also take the time to look at them more than twice to figure it out. I never give up or stop trying. I will continue to stay focus and get these graphs the best way possible.
Dr. Greenfield I agree when you say we should do a breakdown of the graph before we start to figure it out..As you said, we should look at variables, numbers and your conclusion..That really helps me figure it out
Ok Dontrell, I think you may need to contribute another and better example or hint because a sister is still lost my brother...........Mr. Greenfield, where are you!!!!!!!!!!!!!!!!! *tear*
Graph two is the most difficult to explain because there is plenty of information missing. For one, there is not a description for what the percentages mean. using ages 18-24 as an example, the best description I could come up with was of the the people studied 18% informally mentored and 4% formally mentored.
ok, tried every idea almost..... chart one shows that there are 34% of students below basice income if we are comparing them to higher income,25% are at or above proficient again comparing them in higher income, and 2% are advanced again in the higher income. Meaning there are less at advanced if we are basing information on higher income, but if we are basing information on lower income,61% are at below basic, the # increases because we are looking at it from a different perspective (low income) 38% at or above proficiency and 7% and 0% are advanced because we are looking at it from low income, so they are saying there are less advanced children in the lower income area. Advanced in what though? graph2: 18% of 18-24 yr olds mentor at a formal level,4% of 18-24 mentor formally,14% of 25-34 mentor formally,21% mentor informally, in the end less 65 and up mentor period, but 11%mentor formally and 6% informally, more people mentor formally than informally,except with the 35-44 yr olds 29% rather mentor informally, can't understand the 55-64. Chart 3: from 1980-2002 about 200 juveniles committed homicides against family members,1980 about 590 commited homicids against strangers then it went down in 1984 to 1987 homicides against strangers went back up from 92 to94 to 1100 then in 96 homicides against strangers went down,juveniles killing people they know was 750 in 1980 went to 550 in 84, back up to highest killings of people they knew @1700 in 94 dropped during 95,96,97,98,2000 and back to 500 friends killing friends. So more juveniles killed their friends or people they knew then strangers and family members,alot of mad friends. Am i correct??it's 3am something better be close to right.lol
Crystal, look at the title of the first graph: Math Proficiency and Economic Status. It is telling you about the... (you fill in the blank). It's a challenging graph, but play with it a bit. You are doing much better with the other two.
Shawntia, what specific help do you need with the graphs?
(This is Greenfield -- my office computer is acting up, so I could only post as Anonymous.)
I get into a whole state of shock or somehting reading these things. I understand only the basics of reading it and by that I just mean the obvious. I see only what it says and reads. I must not be as smart as others because I surely cannot see what others do or interpret the graphs as good as others. I just don't know. I'm frustrated!!
What helps me read graphs is reading and thinking beyond what is in front of me. Most graphs are clear to read and some require more critical thinking.
well, the only problem with the graphs is that they are hard to see.... other than that, looking at the graph in its entirety really helps to decipher the meaning of the more complex bar graphs. i didnt really have a hard time with them but, sometimes, its easier for me to understand by looking at what the graphs dont say as opposed to what they are trying to convey
The graphs are very hard to see. All I was able to figure out on graph 3 was,what kind of murders increased by juveniles between 1980 to 2002? It appears that the number of juvenile who killed family members changed slightly compared to juveniles who killed acquaintances and strangers.
The graphs take time to analyze so you can actually understand and digest the information. But after a while you can completly understand what the bars reflect as far as data in the charts. It did make it a little difficult to understand the graphs because of the clearity of them. But besides that they were ok and I think I am well enough familiar with them to take my quiz.
I have seen the bar graphs and I'm so confused right now. i hate math so much. butyou have to really understand it to read it. But for right now its ok. I think you did ok Dr.Greenfield. I hope i do ok on the quiz.
I really had a woosah moment in class the other it felt like a burden was lifted off my chest. Beacuse sometimes you think you got it bad many others have it worse than you, making your problems minor. Its a blessing to have life; Its a pleasure to have this experience with you guys; Most important its love.
The juvenile homicide offenders basically based on year and relationship to the victim. To find out the percentage for instance; you take 1994 acquaintance in 1994 was 1700, strangers was 1200, and the families was 200 you add all those up and divided it by 1700 and your percentage should be 55% in the year of 1994 that were murder.
With these bar graphs I get so confused with the different numbers and percentages and then how to know when or what to multiply to get certain results...math is just not my thing. The second bar graph seems to be the most difficult to read and understand in my opinion.
ReplyDeleteFrustrating!!!!!!!!!!!!!!!!!!!!!!!!!
ReplyDeleteOK, I know that it can be challenging stuff, but I believe in you both (and everyone else)!
ReplyDeleteNow, what exactly is confusing you about these particular graphs? It might help future posters on the blog to know the issues in order to potentially assist you and others. What parts have you figured out, and what's still confusing?
First, it might help to state the overall finding in summry form. What's the topic, what are the variables, and what is the overall conclusion? For example, the graph we looked at about same-sex marriage showed that younger people and more educated people (independent variables) supporting legalization of gay marriage (dependent variables).
Then, select one or two actual statistics (the numbers themselves) and show that you get how to read it.
Finally, are there any other interesting trends in the data that you recognize?
Keep going at it!
excuse the typo... "summary," not "summry"
ReplyDeleteI have studied the three graphs and I understand the first graph and the third graph. For the second one I think that I will be able to understand it if I knew the question that was asked of what the graph was trying to show. I see that it is showing the relationship between formal and informal Mentoring and age. However I don't know if it is showing just people being mentored, just the people that are mentoring others, or both. I think that that needs to be specified. If anyone can explain the second graph better, please help.
ReplyDeleteout of 4 graphs that i saw, the 3 on blackboard and 1 on racial disparities, i only really believe i know 1, maybe 2! the graph on "known juvenile homicide offenders," is weird to explain but i understand HOW to read it. i dont wanna be redundant about years/relationship comment on the side! the racial disparity graph is making a little sense. i have question/example/attempting to understand/explanation, but moreso the understanding part... out of 100% of the initial 17% of black kids enrolled in special education, 33% have mental retardation?!?!?! if i am wrong then that makes 3 that are a tad bit difficult!
ReplyDeleteTerrion, it just means that 17% of all public school students are Black and 33% of all students in special education are Black....
ReplyDeletespeechless.............whatever
ReplyDeleteI agree with Dr. Greenfield...graphs are actually easy to read once you dismantle them...you just need to take them apart..and then use that to put them back together again...I don't know how to explain it..but if you take each variable apart and read it seperately from the others..than it's easier...once you've done that..then you can put them all together to get the full picture...Reading the title first and trying to understand that always helps...I'm not sure if anyone can understand all of this that I'm saying..but I hope it helps anyone that can...
ReplyDeleteTo break it down again...try to first understand the individual points and then once you can understand each one seperately...look at the bigger picture.
Sorry for the spelling errors...
I found a tactic that works for me that may work for someone else,I say the graph data in sentences for example: 35% of mothers are single parents. i hope this can be useful for someone else.
ReplyDeleteReading and interpreting the graphs are a little harder than i expected especially since i'm a very visual person. So when we were given the graph that was visually misleading i had a bit of trouble wrapping my mind around it! But it helps to say it in sentence form like dontrell said. Also it really helped me to deconstruct the graph and it helps to compare the information given. I feel like im gaining more confidence in my ability to accurately read graphs and statistics.
ReplyDeleteWow...very confusing but also challenging. I love the challenge but not the headache..I get an headache when I look at the graphs but I also take the time to look at them more than twice to figure it out. I never give up or stop trying. I will continue to stay focus and get these graphs the best way possible.
ReplyDeleteDontrell,
ReplyDeleteReading the graphs and using sentences as such is a good way to look at the graphs. Thanks!!!
Dr. Greenfield I agree when you say we should do a breakdown of the graph before we start to figure it out..As you said, we should look at variables, numbers and your conclusion..That really helps me figure it out
ReplyDeleteOk.....I do look at the variables, number and conclusion, and still find it difficult to figure out...........
ReplyDeletehelp me...........................
Ok Dontrell, I think you may need to contribute another and better example or hint because a sister is still lost my brother...........Mr. Greenfield, where are you!!!!!!!!!!!!!!!!! *tear*
ReplyDeleteGraph two is the most difficult to explain because there is plenty of information missing. For one, there is not a description for what the percentages mean. using ages 18-24 as an example, the best description I could come up with was of the the people studied 18% informally mentored and 4% formally mentored.
ReplyDeleteAm I right?
ok, tried every idea almost..... chart one shows that there are 34% of students below basice income if we are comparing them to higher income,25% are at or above proficient again comparing them in higher income, and 2% are advanced again in the higher income. Meaning there are less at advanced if we are basing information on higher income, but if we are basing information on lower income,61% are at below basic, the # increases because we are looking at it from a different perspective (low income) 38% at or above proficiency and 7% and 0% are advanced because we are looking at it from low income, so they are saying there are less advanced children in the lower income area. Advanced in what though?
ReplyDeletegraph2: 18% of 18-24 yr olds mentor at a formal level,4% of 18-24 mentor formally,14% of 25-34 mentor formally,21% mentor informally, in the end less 65 and up mentor period, but 11%mentor formally and 6% informally, more people mentor formally than informally,except with the 35-44 yr olds 29% rather mentor informally, can't understand the 55-64. Chart 3: from 1980-2002 about 200 juveniles committed homicides against family members,1980 about 590 commited homicids against strangers then it went down in 1984 to 1987 homicides against strangers went back up from 92 to94 to 1100 then in 96 homicides against strangers went down,juveniles killing people they know was 750 in 1980 went to 550 in 84, back up to highest killings of people they knew @1700 in 94 dropped during 95,96,97,98,2000 and back to 500 friends killing friends. So more juveniles killed their friends or people they knew then strangers and family members,alot of mad friends. Am i correct??it's 3am something better be close to right.lol
Crystal, look at the title of the first graph: Math Proficiency and Economic Status. It is telling you about the... (you fill in the blank). It's a challenging graph, but play with it a bit. You are doing much better with the other two.
ReplyDeleteShawntia, what specific help do you need with the graphs?
(This is Greenfield -- my office computer is acting up, so I could only post as Anonymous.)
I get into a whole state of shock or somehting reading these things. I understand only the basics of reading it and by that I just mean the obvious. I see only what it says and reads. I must not be as smart as others because I surely cannot see what others do or interpret the graphs as good as others. I just don't know. I'm frustrated!!
ReplyDeleteWhat helps me read graphs is reading and thinking beyond what is in front of me. Most graphs are clear to read and some require more critical thinking.
ReplyDeleteFor those who are really struggling, keep working at it... but we will be going over them in depth in class tomorrow....
ReplyDeletewell, the only problem with the graphs is that they are hard to see.... other than that, looking at the graph in its entirety really helps to decipher the meaning of the more complex bar graphs. i didnt really have a hard time with them but, sometimes, its easier for me to understand by looking at what the graphs dont say as opposed to what they are trying to convey
ReplyDeleteThe graphs are very hard to see. All I was able to figure out on graph 3 was,what kind of murders increased by juveniles between 1980 to 2002? It appears that the number of juvenile who killed family members changed slightly compared to juveniles who killed acquaintances and strangers.
ReplyDeleteThe graphs take time to analyze so you can actually understand and digest the information. But after a while you can completly understand what the bars reflect as far as data in the charts. It did make it a little difficult to understand the graphs because of the clearity of them. But besides that they were ok and I think I am well enough familiar with them to take my quiz.
ReplyDeleteI have seen the bar graphs and I'm so confused right now. i hate math so much. butyou have to really understand it to read it. But for right now its ok. I think you did ok Dr.Greenfield. I hope i do ok on the quiz.
ReplyDeleteI really had a woosah moment in class the other it felt like a burden was lifted off my chest. Beacuse sometimes you think you got it bad many others have it worse than you, making your problems minor. Its a blessing to have life; Its a pleasure to have this experience with you guys; Most important its love.
ReplyDeleteThe juvenile homicide offenders basically based on year and relationship to the victim. To find out the percentage for instance; you take 1994 acquaintance in 1994 was 1700, strangers was 1200, and the families was 200 you add all those up and divided it by 1700 and your percentage should be 55% in the year of 1994 that were murder.
ReplyDelete