Relevant bibliographies by topics / Measures of central tendency

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  2. Dissertations / Theses
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Academic literature on the topic 'Measures of central tendency'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Measures of central tendency"

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Mogull, Robert G. "Popular Measures of Central Tendency." Mathematics Teacher 83, no. 9 (December 1990): 744–46. http://dx.doi.org/10.5951/mt.83.9.0744.

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Introductory textbooks in applied statistics typically present a discussion of descriptive statistics as well as of inferential techniques. The presentations include measures of central tendency, such as the arithmetic mean, the median, and the mode, with definitions and examples given for each location parameter.
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Silver, G. L. "Operational measures of central tendency." Applied Mathematics and Computation 186, no. 2 (March 2007): 1379–84. http://dx.doi.org/10.1016/j.amc.2006.07.130.

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Manikandan, S. "Measures of central tendency: The mean." Journal of Pharmacology and Pharmacotherapeutics 2, no. 2 (2011): 140. http://dx.doi.org/10.4103/0976-500x.81920.

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Manikandan, S. "Measures of central tendency: Median and mode." Journal of Pharmacology and Pharmacotherapeutics 2, no. 3 (2011): 214. http://dx.doi.org/10.4103/0976-500x.83300.

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Gonzales, Vera A., and Kenneth J. Ottenbacher. "Measures of Central Tendency in Rehabilitation Research." American Journal of Physical Medicine & Rehabilitation 80, no. 2 (February 2001): 141–46. http://dx.doi.org/10.1097/00002060-200102000-00014.

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Chambers, Ll G. "74.10 A Spurious Relation between Measures of Central Tendency." Mathematical Gazette 74, no. 467 (March 1990): 54. http://dx.doi.org/10.2307/3618856.

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Fess, Elaine Ewing. "Assessment of Normative Statements Through Measures of Central Tendency." Journal of Hand Therapy 1, no. 5 (October 1988): 198–99. http://dx.doi.org/10.1016/s0894-1130(88)80003-6.

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Farebrother, Richard William. "Neopythagorean Approaches to Measures of Central Tendency and Dispersion." CHANCE 33, no. 1 (January 2, 2020): 26–29. http://dx.doi.org/10.1080/09332480.2020.1726115.

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Wilcox, Rand R., and H. J. Keselman. "Modern Robust Data Analysis Methods: Measures of Central Tendency." Psychological Methods 8, no. 3 (2003): 254–74. http://dx.doi.org/10.1037/1082-989x.8.3.254.

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Fabián, Zdeněk. "New Measures of Central Tendency and Variability of Continuous Distributions." Communications in Statistics - Theory and Methods 37, no. 2 (January 7, 2008): 159–74. http://dx.doi.org/10.1080/03610920701648987.

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Dissertations / Theses on the topic "Measures of central tendency"

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Aristodemou, Katerina. "New regression methods for measures of central tendency." Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/9268.

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Measures of central tendency have been widely used for summarising statistical data, with the mean being the most popular summary statistic. However, in reallife applications it is not always the most representative measure of central location, especially when dealing with data which is skewed or contains outliers. Alternative statistics with less bias are the median and the mode. Median and quantile regression has been used in different fields to examine the effect of factors at different points of the distribution. Mode estimation, on the other hand, has found many applications in cases where the analysis focuses on obtaining information about the most typical value or pattern. This thesis demonstrates that mode also plays an important role in the analysis of big data, which is becoming increasingly important in many sectors of the global economy. However, mode regression has not been widely applied, even though there is a clear conceptual benefit, due to the computational and theoretical limitations of the existing estimators. Similarly, despite the popularity of the binary quantile regression model, computational straight forward estimation techniques do not exist. Driven by the demand for simple, well-found and easy to implement inference tools, this thesis develops a series of new regression methods for mode and binary quantile regression. Chapter 2 deals with mode regression methods from the Bayesian perspective and presents one parametric and two non-parametric methods of inference. Chapter 3 demonstrates a mode-based, fast pattern-identification method for big data and proposes the first fully parametric mode regression method, which effectively uncovers the dependency of typical patterns on a number of covariates. The proposed approach is demonstrated through the analysis of a decade-long dataset on the Body Mass Index and associated factors, taken from the Health Survey for England. Finally, Chapter 4 presents an alternative binary quantile regression approach, based on the nonlinear least asymmetric weighted squares, which can be implemented using standard statistical packages and guarantees a unique solution.
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Amiruzzaman, Md. "EXPLORING PRESERVICE TEACHERS' UNDERSTANDING OF MEASURES OF CENTRAL TENDENCY." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1478597164063024.

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Adams, Thomas Edwin III. "The Use of Central Tendency Measures from an Operational Short Lead-time Hydrologic Ensemble Forecast System for Real-time Forecasts." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/83461.

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A principal factor contributing to hydrologic prediction uncertainty is modeling error intro- duced by the measurement and prediction of precipitation. The research presented demon- strates the necessity for using probabilistic methods to quantify hydrologic forecast uncer- tainty due to the magnitude of precipitation errors. Significant improvements have been made in precipitation estimation that have lead to greatly improved hydrologic simulations. However, advancements in the prediction of future precipitation have been marginal. This research shows that gains in forecasted precipitation accuracy have not significantly improved hydrologic forecasting accuracy. The use of forecasted precipitation, referred to as quantita- tive precipitation forecast (QPF), in hydrologic forecasting remains commonplace. Non-zero QPF is shown to improve hydrologic forecasts, but QPF duration should be limited to 6 to 12 hours for flood forecasting, particularly for fast responding watersheds. Probabilistic hydrologic forecasting captures hydrologic forecast error introduced by QPF for all forecast durations. However, public acceptance of probabilistic hydrologic forecasts is problematic. Central tendency measures from a probabilistic hydrologic forecast, such as the ensemble median or mean, have the appearance of a single-valued deterministic forecast. The research presented shows that hydrologic ensemble median and mean forecasts of river stage have smaller forecast errors than current operational methods with forecast lead-time beginning at 36-hours for fast response basins. Overall, hydrologic ensemble median and mean forecasts display smaller forecast error than current operational forecasts.
Ph. D.
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Leite, Ana Paula Fernandes. "Estimativa de medidas de tendência central: uma intervenção de ensino." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/11461.

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The objective of this study was to investigate the contributions of an educational intervention, based on the significance and estimate measures of central tendency, from reading charts and tables. In order to achieve this purpose, we elaborated a character study of quasi-experimental design which included two distinct groups of a public school in the state of São Paulo. The first group, called the experimental group(GE), composed of 30 students who underwent a differentiated education based on the significance and estimate measures of central tendency, and the second group, called the control group (GC), composed of 27 students who had their classes routine. Were applied to both groups a pre-test to diagnose the level of prior knowledge of students involved, and a post-test after the teaching interventions, to diagnose the effects of these interventions. The theoretical framework of the study included the Theory of Conceptual Fields of Gérard Vergnaud (1982, 1990, 1993, 1996, 1997 and 1998). We also have some related studies by authors such as Batanero et al. (1997), Cazorla (2003), Echeveste et al. (2006), Araujo (2007), Meyen et al. (2007), Silva (2008), Pagan (2009) and Magina et al. (in press). The study aimed to answer the following question: "What contributions in terms of learning, a teaching intervention guided the significance and estimate measures of central tendency, brings high school students?". To this end, has become based on quantitative analysis of the results obtained in the statistical tests applied to two groups involved in the study. The analysis showed a significant gain with the teaching interventions in both GE and CG, as regards the seizure of the basic concepts of mean, mode and median, but a significantly higher performance was presented by students in the experimental group after intervention education. The result showed that the learning process of statistical content, guided by the significance and estimation proved to be effective on the cognitive gain by students on information presented as graphs and tables, and also how to gain strength in regarding knowledge of the statistical study, more specifically, Mean, Mode and Median
O objetivo deste estudo foi investigar as contribuições de uma intervenção de ensino, pautada na significação e estimativa de Medidas de Tendência Central, com base na da leitura de gráficos e tabelas. A fim de atingir o objetivo proposto, elaborou-se um estudo de caráter do tipo quase-experimental que contou com dois grupos distintos de uma escola da rede pública estadual da cidade de São Paulo. O primeiro grupo, denominado Grupo Experimental, composto por 30 alunos que sofreu uma intervenção de ensino diferenciada, baseada na significação e estimativa de Medidas de Tendência Central, e o segundo grupo, denominado Grupo de Controle, composto por 27 alunos, que teve suas aulas rotineiras. Foram aplicados a ambos os grupos um pré-teste, a fim de diagnosticar o nível de conhecimento prévio dos alunos envolvidos, e um pós-teste, após as intervenções de ensino, visando a diagnosticar os efeitos dessas intervenções. O quadro teórico do estudo contou com a Teoria dos Campos Conceituais de Gérard Vergnaud (1982; 1990; 1993; 1996; 1997 e 1998). Contamos ainda com alguns estudos correlatos de autores como Batanero et al. (1997), Cazorla (2003), Echeveste et al. (2006), Araujo (2007), Meyén et al. (2007), Silva (2008), Pagan (2009) e Magina et al. (no prelo). O estudo propôs-se a responder à seguinte questão: Em termos de aprendizagem, quais as contribuições que uma intervenção de ensino pautada na significação e estimativa de Medidas de Tendência Central traz aos alunos do Ensino Médio? . Para tal, tomou-se por base a análise quantitativa dos resultados obtidos nos testes estatísticos aplicados aos dois grupos envolvidos no estudo. As análises apontaram um ganho significativo com as intervenções de ensino nos dois grupos GE e GC, no que diz respeito à apreensão de conceitos básicos sobre Média, Moda e Mediana, contudo um desempenho significativamente superior foi apresentado pelos alunos do grupo experimental, após a intervenção de ensino. O resultado permitiu inferir que o processo de aprendizagem de conteúdos de Estatística, pautado na significação e estimativa, mostrou-se eficaz quanto ao ganho cognitivo por parte dos alunos em informações apresentadas na forma de gráficos e tabelas, e, também, quanto ao ganho adquirido no que diz respeito ao conhecimento dos elementos estatísticos estudados, mais especificamente, Média, Moda e Mediana
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Lemos, Maria Patrícia Freitas de. "O desenvolvimento profissional de professores do 1º ao 5º ano do ensino fundamental em um processo de formação para o ensino e a aprendizagem das medidas de tendência central." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/10879.

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The following review aims to investigate what comprehension and educational and didactical development of the content can be identified in teachers that operate in basic education from the first to the fifth school year on the Measures of Central Tendency, from the investigation of their professional development on a continuous graduation. For so, we structured the review in three theoretical moments that organise our bibliographical review: a review of the studies on Measures of Central Tendency that allowed us to identify the obstacles faced by the students and teachers, and a discussion about the teacher's professional development. The methodological process of the research was structured in five stages distributed as follows: the first stage is the settlement of a teaching sequence in a Statistics course arranged in five meetings; the second stage is the elaboration of a task; the third stage is the analysis of the task elaborated; the fourth stage is the implementation of the task in classroom; and the fifth stage is the completion of the analysis process and discussion about the implementation of the task in classroom and the whole process of intevention experienced. Six teachers who taught from the first to the fifth school year of the basic education in the city of São Paulo participated in this study in the period of the development of the project. The results showed that the initial difficulties identified in the protocols built with dialogues and productions of the teachers, in the comprehension of the concepts of median, mode and media and of their properties, were overcome during the process, though the global analysis showed graduation insufficiency to the achievement of this conceptual construction. With respect to the elaboration and analysis of the task, we realised that the teachers had trouble in enunciating the contents of median, mode and media, not identifying the properties, the kind of variant involved in the task and their influence in the development of the task in classroom. In the analysis of a task elaborated by them, the teachers also showed lack of articulation, master and knowledge of the content. The implementation of the task in classroom took place as a positive moment in which the teachers could see not only the good performance of the students, but also could reconsider their conceptions and attitudes towards the Statistics, which was reinforced in the stage destinated to the analysis and discussion about the whole process of intervention. We came to the realisation that the teachers could enlarge their professional development not only in what comes to the contents of the Measures of Central Tendency, but in their conceptions, attitudes and educational knowledge of the content, admitting their difficulties and realising the importance of a continuous graduation process
O presente estudo tem por objetivo investigar que compreensão e desenvolvimento pedagógico e didático do conteúdo podem ser identificados em professores que atuam no Ensino Fundamental, do 1º ao 5º ano, sobre as Medidas de Tendência Central, a partir da investigação de seu desenvolvimento profissional numa formação continuada. Para tanto, estruturamos o estudo em dois momentos teóricos que organizaram nossa revisão bibliográfica: uma revisão dos estudos sobre Medidas de Tendência Central, que nos permitiu identificar as dificuldades enfrentadas pelos alunos e professores, e uma discussão sobre o desenvolvimento profissional do professor. O processo metodológico da pesquisa foi estruturado em cinco etapas distribuídas da seguinte forma: primeira etapa: aplicação de uma sequência de ensino em um curso de Estatística organizado em cinco encontros; segunda etapa: elaboração de uma tarefa; terceira etapa: análise da tarefa elaborada; quarta etapa: aplicação da tarefa em sala de aula, e quinta etapa: realização do processo de análise e discussão da aplicação da tarefa em sala de aula e sobre todo o processo de intervenção vivenciado. Participaram deste estudo seis professoras que lecionavam do 1º ao 5º ano do Ensino Fundamental na cidade de São Paulo, no período de desenvolvimento do projeto. Os resultados mostraram que as dificuldades iniciais identificadas nos protocolos construídos com diálogos e produções das professoras, na compreensão dos conceitos de média, moda e mediana e de suas propriedades, foram sendo superadas ao longo do processo, embora a análise global tenha mostrado a insuficiência da formação para a consolidação dessa construção conceitual. Em relação à elaboração e análise da tarefa, percebemos que as professoras tiveram dificuldades em articular os conteúdos de média, moda e mediana, não identificando as propriedades, o tipo de variável envolvida na tarefa e a influência destes no desenvolvimento da tarefa em sala de aula. Na análise de uma tarefa elaborada por elas, as professoras também demonstraram a falta de articulação, domínio e conhecimento do conteúdo. A aplicação dessa tarefa em sala de aula se configurou como um momento positivo em que as professoras puderam observar não apenas o bom desempenho dos alunos, mas repensaram em suas concepções e atitudes em relação à estatística, o que foi reforçado na etapa destinada à análise e discussão de todo o processo de intervenção. Pudemos constatar que as professoras conseguiram ampliar seu desenvolvimento profissional não apenas em relação aos conteúdos das medidas de tendência central, mas nas concepções, atitudes e conhecimento didático do conteúdo, assumindo suas dificuldades e percebendo a importância de um processo contínuo de formação
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Vargas, Glaucia Garcia Bandeira de. "A METODOLOGIA DA RESOLUÇÃO DE PROBLEMAS E O ENSINO DE ESTATÍSTICA NO NONO ANO DO ENSINO FUNDAMENTAL." Universidade Franciscana, 2013. http://tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/134.

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This paper, developed in the Physics and Mathematics Master‟s degree at Centro Universitário Franciscano UNIFRA, has the objective of investigating the Methodology of Problem-solving in the Statistics teaching for the students at the ninth grade of the elementary school. The starting point is the certification that Statistics is normally put in second place in a classroom, despite being recommended by the National Curricular Parameters (PCNs). Besides that, it has been proved effective as a tool of reality comprehension, critical spirit development and, also, having an interdisciplinary role. The research, developed with the students at the ninth grade of a public school in Santa Maria, RS, Brazil, used the methodology of qualitative approach and the Problem-solving method proposed by Onuchic e Allevato (2009). In six meetings of two hours each, some charts concepts, graphics and Measures of central tendency (mean, median and mode) were used from the applied problems based in nine steps defined by the authors. The raw-material of the problems were socioeconomic data of the students‟ family obtained from a questionnaire inspired in 2010 Census of the Brazilian Institute of Geography and Statistics (IBGE). This way, it was aimed to apply statistical knowledge to the students‟ reality. The work development confirmed the premise that the statistics is not appreciated during the elementary school, as at the last year of this phase, the students show elementary difficulties in tasks like reading statistical data, creating graphics from charts and elaborate conclusions and comparisons of data statistically exposed. This unawareness, caused by the absence of the subject in the class program, is partly compensated by the fact of statistics being present in the students‟ routine, by the press and other social segment. Fortunately, it was possible to consolidate with the students some knowledge about basic concepts, capacity of data reading and charts construction and also statistical concept understanding. This start point has shown, during this work, a base which it is possible to construct a more elaborated knowledge. In this sense, two factors contributed: 1) the application of problem-solving methodology for statistics, creating an environment of curiosity for some students, who felt challenged to overcome the obstacles proposed in the problems; 2) the adoption of raw material excerpted from the students‟ reality (questionnaire responses with socioeconomics data from their families and Census 2010 official figures) to construct the problem-situations which were the base to the work development. At the end of the meetings, it was possible to identify that the students had a progress in their knowledge about statistics, borrow some concepts and realized how valuable those concepts were as a tool of reading and reality comprehension, which is a crucial start point for the adoption of an attitude that seeks social and economics transformations which can be positive in the lives of the students and their families.
Este estudo, desenvolvido no Mestrado Profissionalizante em Ensino de Física e de Matemática do Centro Universitário Franciscano UNIFRA, tem por objetivo investigar a contribuição da Metodologia de Resolução de Problemas no ensino de Estatística para alunos do nono ano do Ensino Fundamental. O ponto de partida é a constatação de que a Estatística costuma ser colocada em segundo plano em sala de aula, embora seja recomendada pelos Parâmetros Curriculares Nacionais (PCNs), além de ser comprovadamente eficaz como ferramenta de compreensão da realidade, desenvolvimento do espírito crítico e cidadão e, ainda, tenha um papel interdisciplinar. A pesquisa, desenvolvida com alunos do nono ano de uma escola pública de Santa Maria (RS), utilizou a metodologia de pesquisa de abordagem qualitativa e a Metodologia de Ensino de Resolução de Problemas proposta por Onuchic e Allevato (2009). Em seis encontros de duas horas cada foram trabalhados os conceitos de tabelas, gráficos e medidas de tendência central (média, moda e mediana), a partir de problemas aplicados com base em nove passos definidos pelas autoras. A matéria-prima dos problemas foram dados socioeconômicos das famílias dos próprios alunos, obtidos a partir de um questionário inspirado no Censo 2010 do Instituto Brasileiro de Geografia e Estatística (IBGE). Dessa forma, objetivou-se aplicar conhecimentos estatísticos à realidade dos alunos. O desenvolvimento do trabalho confirmou a premissa de que a Estatística é pouco valorizada ao longo do Ensino Fundamental, já que no ano final desta fase os alunos demonstraram dificuldades elementares em tarefas como ler dados estatísticos, construir gráficos a partir de tabelas e elaborar conclusões e comparações de dados expostos estatisticamente. Este desconhecimento, causado pela ausência do tema dos programas de aula, em parte é compensada pelo fato de a estatística estar muito presente no dia a dia dos alunos, pela imprensa e outros segmentos sociais. Graças a isso, foi possível consolidar junto com os alunos conhecimentos sobre conceitos básicos, capacidade de leitura de dados, de construção de gráficos e de entendimento de conceitos estatísticos. Este ponto de partida se revelou, ao longo do trabalho, uma base sobre a qual é possível construir um conhecimento mais elaborado. Contribuíram neste sentido dois fatores: 1) a utilização da metodologia de resolução de problemas aplicada à estatística, gerando um ambiente de curiosidade de parte dos alunos que se sentiram desafiados a superar os obstáculos propostos nos problemas; 2) a adoção de matéria-prima extraída da realidade dos alunos (respostas de questionário com dados socioeconômicos de suas famílias e dados oficiais do Censo 2010) para construir as situações-problema que deram base ao desenvolvimento do trabalho. Ao final dos encontros, foi possível identificar que os alunos evoluíram no conhecimento sobre Estatística, apropriaram-se de conceitos e perceberam o inestimável valor deles como ferramenta de leitura e compreensão da realidade, o que é um ponto de partida decisivo para a adoção de uma postura que busque transformações sociais e econômicas positivas na vida dos alunos e de seus familiares.
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Araújo, José Ronaldo Alves. "Atividades para o estudo das Medidas de Tendência Central: uma proposta com o apoio do GeoGebra." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21308.

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This dissertation presents a qualitative investigation which was carried out within thscope of Statistics teaching and lasted for the potentialities of GeoGebra for an understanding of the Meditation of Central Tendency concepts. Based on the didactic actions, the formulation, validation and institutionalization of the Theory of Didactic Situations, the search was developed through a sequence of activities. The methodological methods for the elaboration, application and analysis of the activities were realized by the Engineering dimensions as preliminary techniques such as a priori analysis, experiment and a posteriori analysis. The participants in the research program was a high school group of the 1st grade in a public school in the state of São Paulo. The application of the class was carried out in a computer lab of the same school and was divided by four sessions of five minutes. The participants, through GeoGebra, treated the data of each activity and were answering the questions of the present study. Ahead of questions and answers, it was possible to identify, from the dialectical practices of the theoretical, the potentialities of GeoGebra for an understanding of the proposed mathematical objectives, such as, in a dialectic of action, the organization of the data and the search for answers to some questions. This organization of the data in tables, lists, ordered lists, graphical representation or even values for the Central Administration classes allows the students, a formulation dialectic, to reflect on the representation of the values in relation to the data set. The various representations of the data in the GeoGebra windows, in a validation dialectic, favor the participation of the participants on the relation of the indicators with the data of their origin. These multiple representations of a set of data allow other questions, allowing the discussion on market conditions, such as the evaluation of trends, which contributed to the teacher, a dialectic of institutionalization with the students, would be able to promote of consolidation of knowledge
Esta dissertação apresenta uma investigação de caráter qualitativo, realizada no âmbito do ensino da Estatística, e teve como objetivo identificar potencialidades do GeoGebra para a compreensão dos conceitos de Medidas de Tendência Central. Com base nas dialéticas de ação, formulação, validação e institucionalização da Teoria das Situações Didáticas, a pesquisa foi desenvolvida por meio de uma sequência de atividades. Os procedimentos metodológicos para elaboração, aplicação e análise das atividades utilizaram aspectos da Engenharia Didática com as análises preliminares, análises a priori, experimento e análises a posteriori. Participaram desta pesquisa alunos da 1ª série do ensino médio de uma escola da rede pública do estado de São Paulo. A aplicação da proposta ocorreu no laboratório de informática da mesma escola, em quatro sessões de cinquenta minutos e os participantes, por meio do GeoGebra, trataram os dados de cada atividade e responderam aos questionamentos do estudo. Diante dos questionamentos e das respostas apresentadas, foi possível identificar, a partir das dialéticas do aporte teórico, potencialidades do GeoGebra para a compreensão dos objetos matemáticos propostos, tais como, em uma dialética de ação, organizar os dados e encontrar respostas para alguns questionamentos. Essa organização dos dados em tabelas, listas, listas ordenadas, representação gráfica ou mesmo valores para as Medidas de Tendência Central permitiu aos alunos, em uma dialética de formulação, refletirem sobre a representação dos valores em relação ao conjunto de dados. As múltiplas representações dos dados nas janelas do GeoGebra, em uma dialética de validação, favoreceram para que os participantes conjecturassem sobre a relação dos valores encontrados com os dados de sua origem. Essas múltiplas representações de um mesmo conjunto de dados permitiram outros questionamentos, possibilitando discussões acerca de possíveis propriedades para as Medidas de Tendência Central, o que contribuiu para que o professor, em uma dialética de institucionalização junto aos alunos, promovesse a consolidação do saber
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Lira, Veras Xavier de Andrade Vladimir. "Os conceitos de medidas de tendência central e de dispersão na formação estatística no ensino médio no Brasil e na França.- Abordagem exploratória no quadro da teoria antropológica do didático e da teoria dos campos conceituais." Thesis, Lyon 2, 2013. http://www.theses.fr/2013LYO20071/document.

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La statistique est d’une grande importance pour l’éducation scientifique et citoyenne, et a été adoptée pour cette raison dans les programmes des collèges et lycées dans plusieurs pays, parmi lesquels le Brésil et la France. Les mesures de tendance centrale et les mesures de dispersion sont deux concepts fondamentaux de la statistique descriptive. À partir des problèmes identifiés dans différentes recherches sur l’apprentissage des mesures de tendance centrale et de dispersion dans l’enseignement secondaire et supérieur, nous formulons l’hypothèse qu’il existe une relation entre ces problèmes d’apprentissage et la façon dont ce savoir est transposé dans les manuels et les programmes. Nous considérons également que ces mesures doivent être enseignées en articulation avec la dispersion. Dans ce sens, cette étude se propose d’analyser la façon dont les mesures de tendance centrale et de dispersion sont présentées dans les programmes et dans certains manuels scolaires utilisés dans les lycées Brésiliens et Français. L’objet principal de cette recherche a donc été la réalisation d’une recherche bibliographique. Cette étude s’appuie sur un ensemble de recherches et de théories, et en particulier sur la théorie anthropologique de la didactique et la théorie des champs conceptuels. Les résultats produits incluent une proposition de systématisation de notre recherche de thèse, un chapitre sur le savoir scientifique relatif aux mesures de tendance centrale et de dispersion ainsi que l’analyse de la transposition didactique des programmes et des manuels scolaires qui comportent une discussion sur les caractéristiques de ces éléments au Brésil et en France. Les résultats indiquent des limitations parmi les programmes et les manuels scolaires sélectionnés, ce qui peut indiquer que les problèmes mis en évidence dans les recherches étudiées sont en partie liés à la façon dont cette connaissance est transposée dans les programmes et les manuels scolaires
The statistic has a great importance in the scientific and civic education, and was adopted for this reason in the programs of middle and high schools in several countries, among which Brazil and France. Central tendency measures and dispersion measures are two fundamental concepts for descriptive statistic. From the problems identified in various researches about learning central tendencies and dispersion in secondary and higher education, we hypothesize that there is a relation between these learning problems and the way this knowledge is transposed in handbooks and school programs. We also consider that these measures must be taught articulated with dispersion. In that sense, this study offers to analyze how central tendency and dispersion measures are presented in some programs and handbooks used in Brazilian and French high schools. The main objet of this research was the realization of a bibliographical research. This study is built on various theories and researches and in particular the anthropological theory of didactics and the theory of conceptual fields. The results produced include the proper proposition of systematization of the thesis research, a chapter about the scientific knowledge related to central tendency measures and dispersion measures as well as the analysis of didactic transposition of the programs and scholar handbooks that include a discussion about the characteristics of these elements in France and Brazil. The results show limitations among the selected handbooks and programs, which points out the problems highlighted in the studies are partly linked to how this knowledge is transposed in programs and handbooks
A Estatística é importante para a educação científica e cidadã e por esta razão ela é adotada nos programas do ensino fundamental e médio de vários países, entre eles, o Brasil e a França. Dois conceitos fundamentais da estatística descritiva são as medidas de tendência central e dispersão. Partindo de problemas identificados em diversas pesquisas sobre a aprendizagem dessas medidas na educação básica e em cursos de graduação, propomos como hipótese que existe uma relação entre esses problemas e a forma como esse saber é transposto para o livro didático e os programas. Consideramos também que essas medidas devem ser ensinadas de forma articuladas com a dispersão. Nesse sentido, este estudo tem por objetivo a análise da forma como as medidas de tendência central e dispersão são apresentadas nos programas e em alguns livros didáticos utilizados no Brasil e na França no ensino médio. Para esta investigação, realizamos uma pesquisa bibliográfica. Apoiamos este estudo em diversos teóricos e pesquisas. Destacando em especial a teoria antropológica do didático e a teoria dos campos conceituais. Entre os resultados produzidos, temos a própria proposta de sistematização da pesquisa pela tese, um capítulo sobre o saber científico relativo às medidas de tendência central e dispersão e a análise da transposição didática dos programas e dos livros que envolvem uma discussão sobre as características destes elementos no Brasil e na França. Os resultados indicam limitações entre os programas e livros selecionados, o que pode indicar que em parte os problemas indicados, nas pesquisas levantadas, estão relacionados à forma como esse conhecimento é transposto nos programas e livros didáticos
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Estelle, Dawn N. "Central auditory processing disorders Outcome Measures /." Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1121349085.

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Thesis (M.A.)--University of Cincinnati, 2005.
Title from electronic thesis title page (viewed Mar. 3, 2006). Includes abstract. Keywords: Central Auditory Processing Disorders. Includes bibliographical references.
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ESTELLE, DAWN N. "CENTRAL AUDITORY PROCESSING DISORDERS: OUTCOME MEASURES." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1121349085.

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Books on the topic "Measures of central tendency"

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Weisberg, Herbert F. Central tendency and variability. Newbury Park, Calif: Sage Publications, 1992.

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Weisberg, Herbert. Central Tendency and Variability. 2455 Teller Road, Thousand Oaks California 91320 United States of America: SAGE Publications, Inc., 1992. http://dx.doi.org/10.4135/9781412983617.

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Balduzzi, Pierluigi. The central tendency: A second factor in bond yields. Cambridge, MA: National Bureau of Economic Research, 1997.

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Security, Canadian Institute for International Peace and. Measures for peace in Central America: A conference report. Ottawa: CIIPS, 1987.

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North, Liisa. Measures for peace in Central America: A conference report. Ottawa: Canadian Institute for International Peace and Security, 1987.

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1950-, Harlow Bill, ed. Hard measures. New York: Threshold Editions, 2012.

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Walsh, Carl E. Optimal performance for independent central bankers: Private information, performance measures and reappointment. Berkeley, CA: Center for German and European Studies, University of California, 1992.

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Geological Survey (U.S.). Putting down roots in earthquake country: Your handbook for earthquakes in the Central United States. Reston, Va: U.S. Department of the Interior, U.S. Geological Survey, 2011.

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Seminar, Transatlantic Security. Future security roles of NATO and the EU: Central and Eastern European Contributions, Transatlantic Security Seminar. Edited by Center for Strategic and International Studies (Washington, D.C.). Washington, D.C: Center for Strategic and International Studies, 2001.

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David, Alexander. Investor and central bank uncertainty and fear measures embedded in index options. Cambridge, MA: National Bureau of Economic Research, 2011.

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Book chapters on the topic "Measures of central tendency"

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Johnston, Ron. "Central Tendency Measures." In Encyclopedia of Quality of Life and Well-Being Research, 641–42. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_303.

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Yadav, Shakti Kumar, Sompal Singh, and Ruchika Gupta. "Measures of Central Tendency." In Biomedical Statistics, 41–52. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9294-9_6.

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Kahraman, Cengiz, and İrem Uçal Sarı. "Fuzzy Central Tendency Measures." In Fuzzy Statistical Decision-Making, 65–83. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39014-7_5.

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Rayat, Charan Singh. "Measures of Central Tendency." In Statistical Methods in Medical Research, 33–46. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0827-7_6.

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Chamberlin, Scott A. "Measures of Central Tendency." In Statistics for Kids, 39–53. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238201-4.

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Mariappan, Perumal. "Measures of Central Tendency (MCT)." In Statistics for Business, 43–78. Boca Raton, FL : CRC Press, 2019.: Chapman and Hall/CRC, 2019. http://dx.doi.org/10.1201/9780429443244-4.

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Trueblood, Robert P., and John N. Lovett. "Measures of Central Tendency and Dispersion." In Data Mining and Statistical Analysis Using SQL, 9–40. Berkeley, CA: Apress, 2001. http://dx.doi.org/10.1007/978-1-4302-0855-6_2.

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Heumann, Christian, Michael Schomaker, and Shalabh. "Measures of Central Tendency and Dispersion." In Introduction to Statistics and Data Analysis, 37–66. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46162-5_3.

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Wooditch, Alese, Nicole J. Johnson, Reka Solymosi, Juanjo Medina Ariza, and Samuel Langton. "Descriptive Statistics: Measures of Central Tendency." In A Beginner’s Guide to Statistics for Criminology and Criminal Justice Using R, 61–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50625-4_4.

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Argyrous, George. "Measures of central tendency and measures of dispersion." In Statistics for Social Research, 41–59. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-14777-9_4.

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Conference papers on the topic "Measures of central tendency"

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Deore, Gayatri, Srividya Rajaraman, Rujuta Awate, and Saili Bakare. "Spectral-spatial hyperspectral image compression based on measures of central tendency." In 2015 International Conference on Advances in Computing, Communications and Informatics (ICACCI). IEEE, 2015. http://dx.doi.org/10.1109/icacci.2015.7275948.

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Ismail, Zaleha, and Shiau Wei Chan. "Malaysian students' misconceptions about measures of central tendency: An error analysis." In THE 2ND ISM INTERNATIONAL STATISTICAL CONFERENCE 2014 (ISM-II): Empowering the Applications of Statistical and Mathematical Sciences. AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4907430.

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Bogas, Helena, Maria M. Nascimento, Eva Morais, and Sónia Raposo. "GROUND ZERO - SEMIOTIC CONFLICTS IN THE MEASURES OF CENTRAL TENDENCY IN PROFESSIONAL EDUCATION." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2100.

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Bogas, Helena, Maria M. Nascimento, and Eva Morais. "ALL I HAVE TO GIVE – CLASSES TO OVERCOME SEMIOTIC CONFLICTS IN THE MEASURES OF CENTRAL TENDENCY IN PROFESSIONAL EDUCATION." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0056.

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Pineda Becerril, Miguel, Armando Aguilar, Omar García, and Frida León. "ELABORATION OF AN INTERACTIVE ELECTRONIC BOOK OF MEASURES OF CENTRAL TENDENCY AS SUPPORT IN THE STATISTICAL SUBJECTS AT THE FESC." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1698.

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Arezoumandi, M., and G. H. Bham. "Travel Time Reliability Estimation: Use of Median Travel Time as Measure of Central Tendency." In First Congress of Transportation and Development Institute (TDI). Reston, VA: American Society of Civil Engineers, 2011. http://dx.doi.org/10.1061/41167(398)7.

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Hong-Bo Xie and Socrates Dokos. "Fuzzy central tendency measure for time series variability analysis with application to fatigue electromyography signals." In 2013 35th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC). IEEE, 2013. http://dx.doi.org/10.1109/embc.2013.6609438.

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Abdullah, Suhaida, Sharipah Soaad Syed Yahaya, and Abdul Rahman Othman. "A power investigation of Alexander Govern test with adaptive trimmed mean as a central tendency measure." In PROCEEDINGS OF THE 20TH NATIONAL SYMPOSIUM ON MATHEMATICAL SCIENCES: Research in Mathematical Sciences: A Catalyst for Creativity and Innovation. AIP, 2013. http://dx.doi.org/10.1063/1.4801274.

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Alcaraz, R., A. Martinez, and JJ Rieta. "The lagged central tendency measure applied to assess P-wave duration variability improves paroxysmal atrial fibrillation onset prediction." In 2015 Computing in Cardiology Conference (CinC). IEEE, 2015. http://dx.doi.org/10.1109/cic.2015.7410955.

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Syuadzah, Rahmi, Hari Wahyu Nugroho, and Safitri Tia Tampy. "Association between Maternal Weight and A Newborn Weight in Surakarta, Central Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.12.

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ABSTRACT Background: In Indonesia, nutrition is still the 5 biggest problem for mothers and children. Nutrition in the mother during pregnancy will affect the nutrition the infant gets while in the womb. Nutrition in children is very important in the first 1000 days of life because it will affect the growth and development of the infant. One way to assess the nutritional adequacy of new born is by measuring the infant’s weight at birth. This study aimed to determine the relationship between maternal weight and birth weight. Subjects and Method: This was a cross sectional study conducted at Pajang Community Health Center, Surakarta, Central Java. The study subjects were all mothers and infants whose birth weight were measured during February to March 2020. The dependent variable in this study was maternal weight. The independent variable was birth weight. The data were taken from the medical records of the Pajang Community Health Center. The data were analyzed using logistic regression test Results: Maternal weight below the normal weight had tendency to produce babies with less weight than pregnant women with normal maternal weight (OR= 55.00; p<0.001), and it was statistically significant. Conclusion: There is a significant relationship between maternal weight of pregnant women and birth weight Keywords: maternal weight, birth weight Correspondence: Rahmi Syuadzah. Pediatric Research Center (PRC), Department of Child Health, Dr. Moewardi Hospital, Surakarta. Jl. Colonel Sutarto, Jebres, Kec. Jebres, Surakarta City, Central Java 57126. Email: Rahmi_syuadzah@yahoo.com. Mobile: 082144806405 DOI: https://doi.org/10.26911/the7thicph.03.12
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Reports on the topic "Measures of central tendency"

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Goodman, I. R. Applications of Random Set Representations of Fuzzy Sets to Determining Measures of Central Tendency. Fort Belvoir, VA: Defense Technical Information Center, November 1995. http://dx.doi.org/10.21236/ada305661.

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Balduzzi, Pierluigi, Sanjiv Ranjan Das, and Silverio Foresi. The Central Tendency: A Second Factor in Bond Yields. Cambridge, MA: National Bureau of Economic Research, December 1997. http://dx.doi.org/10.3386/w6325.

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Gavin, William T. FOMC Forecasts: Is all the Information in the Central Tendency? Federal Reserve Bank of St. Louis, 2003. http://dx.doi.org/10.20955/wp.2003.002.

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Fontanari, Claudia, Antonella Palumbo, and Chiara Salvatori. The Updated Okun Method for Estimation of Potential Output with Broad Measures of Labor Underutilization: An Empirical Analysis. Institute for New Economic ThinkingInstitute for New Economic Thinking Working Paper Series, April 2021. http://dx.doi.org/10.36687/inetwp158.

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This paper extends to different indicators of labor underutilization the Updated Okun Method (UOM) for estimation of potential output proposed in Fontanari et al (2020), which, from a demand-led growth perspective, regards potential output as an empirical approximation to full-employment output, as in A.M.Okun’s (1962) original method. Based on the apparent incapability of the official rate of unemployment to fully account for labor underutilization, in this paper we offer estimates of Okun’s law both with broad unemployment indicators and with an indicator of ‘standardized hours worked’ which we propose as a novel measure of the labor input. The paper reflects on the possible different empirical measures of full employment. The various measures of potential output that we extract from our analysis show greater output gaps than those produced by standard methods, thus highlighting a systematic tendency of the latter to underestimate potential output. Output gaps that underestimate the size of the output loss or that tend to close too soon during recovery, may produce a bias towards untimely restriction.
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Andreasen, Eugenia, and Victoria Nuguer. Capital Flow Management Measures and Dollarization. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002905.

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This paper studies from an empirical and theoretical perspective the systemic and bank-level effects of imposing reserve requirements (RR) in foreign currency in an economy with a heavily dollarized financial system. The paper empirically characterizes banks responses to the RR carried out by the Peruvian Central Bank since 2008 with the objective of stabilizing the financial market and meeting its policy targets. The results suggest that the RR is effective in reducing the overall level of credit in the economy and that banks response in terms of credit and deposits is very heterogeneous depending on their ex ante preference for foreign funding ratio, i.e., the ratio of deposits in dollars to total loans. Motivated by the empirical insights, the paper builds a DSGE small-open-economy model with financial frictions à la Gertler-Karadi-Kiyotaki, where bank heterogeneity and financial dollarization are introduced to evaluate the effectiveness of the differential RR in reducing financial dollarization and improving financial resilience.
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Buriev, Muslimbek. Discourses and Strategies for Solving Environmental Issues in Central Asia. Edited by Nargiza Muratalieva. The Representative Office of the Institute for War and Peace Reporting in Central Asia, October 2020. http://dx.doi.org/10.46950/202003.

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This work is an effort to outline the most significant environmental issues in the region and to analyze measures to solve them. In addition, it attempts to highlight cases of successful practice as well as to identify existing programs with significant shortcomings. The work is meant for young experts and consultants, researchers, decision makers, as well as the wide range of readers interested in environmental issues and governance in Central Asia.
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Giap, Bui Minh. COVID-19 Pandemic Impacts on Food Security in Central and West Asia: Key Issues and Strategic Options. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200360-2.

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The rapid spread of the coronavirus disease (COVID-19) in Central and West Asia has prompted individual governments to quickly implement disease containment and other COVID-19 response measures. Unfortunately, these courses of action have resulted in reduced foreign remittances, declining household incomes, rising rates of unemployment, and disruptions in agricultural supply chains, which created severe impacts on the region’s food security situation. The Asian Development Bank offers a list of strategic options to enhance the region’s agricultural productivity and competitiveness as it moves toward its food secure future, post-COVID-19.
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Felipe, Jesus, Scott Fullwiler, Donna Faye Bajaro, Al-Habbyel Yusoph, Simon Alec Askin, and Martin Alexander Cruz. An Analysis of the Worldwide Response to the COVID-19 Pandemic: What and How Much? Asian Development Bank, December 2020. http://dx.doi.org/10.22617/wps200353-2.

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This paper analyzes the packages implemented by the 68 members of the Asian Development Bank (ADB), plus the European Central Bank and the European Union, to combat the coronavirus disease (COVID-19) pandemic. Using the ADB COVID-19 Policy Database, the paper (i) provides a detailed account of the measures taken and the amounts announced between 20 April and 15 June; (ii) discusses the specifics of five Asian economies by comparing their financial packages qualitatively and quantitatively; and (iii) includes a statistical analysis to understand what determines the size of a package, which allows comparison between actual and estimated packages, given the correlates.
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Balza, Lenin H., Camilo De Los Rios, Alfredo Guerra, Luis Herrera-Prada, and Osmel Manzano. Unraveling the Network of the Extractive Industries. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003191.

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This paper analyzes extractive industries in Colombia and their connections to other economic activities in the country. We use detailed social security data on all formal employees to create an industry-relatedness measure using labor flows between industries. Drawing on the vast network analysis literature, we exploit centrality measures to reveal the importance of the extractive sector among Colombian industries. Our results show that extractive industries are well connected within the Colombian industrial network, and that they are central overall and within their clusters. We also find that extractive industries have stronger linkages with manufacturing and agriculture than with other sectors. Finally, a higher relatedness to extractive activities is correlated with lower levels of employment, specially of female workers.
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Mayes, Robyn, Bree Hurst, and Amelia Hine. PREDICT: Principles of Good Mining Checklist. Queensland University of Technology, July 2021. http://dx.doi.org/10.5204/rep.eprints.212047.

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CONTEXT: Social Licence to Operate (SLO) encompasses the broad socio-political understanding on the part of multiple stakeholders that a mining operation’s social and environmental impacts and measures are legitimate and acceptable. The multiple and variously interacting stakeholder groups— local communities, environmental actors, Indigenous communities, regulators, local governments, industry peak bodies, financiers, affiliated businesses—have the proven capacity to confer and/or disrupt a mining operation’s SLO. The presence or absence of a SLO can have significant consequences not only for stakeholder groups, including the mining operation, but also for the shared development of a good mining future. Conceptualisation of what is ‘good mining’ is central to future planning and decisions around development, adoption and reception of new technologies and sustainable mining futures. CHECKLIST PURPOSE This first of its kind tool seeks to facilitate genuine multistakeholder interactions and development of a dynamic shared SLO to advance good mining.
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