This document discusses correlation, regression, and the general linear model. It defines correlation as assessing the relationship between two variables, while regression describes how well one variable can predict another. Pearson's r standardizes the covariance between variables. Linear regression finds the best-fitting line that minimizes the residuals through the least squares method. The coefficient of determination, r-squared, indicates how much variance in the dependent variable is explained by the independent variable. Multiple regression extends this to include multiple independent variables. The general linear model encompasses both simple and multiple regression.
This presentation covered the following topics:
1. Definition of Correlation and Regression
2. Meaning of Correlation and Regression
3. Types of Correlation and Regression
4. Karl Pearson's methods of correlation
5. Bivariate Grouped data method
6. Spearman's Rank correlation Method
7. Scattered diagram method
8. Interpretation of correlation coefficient
9. Lines of Regression
10. regression Equations
11. Difference between correlation and regression
12. Related examples
This presentation covered the following topics:
1. Definition of Correlation and Regression
2. Meaning of Correlation and Regression
3. Types of Correlation and Regression
4. Karl Pearson's methods of correlation
5. Bivariate Grouped data method
6. Spearman's Rank correlation Method
7. Scattered diagram method
8. Interpretation of correlation coefficient
9. Lines of Regression
10. regression Equations
11. Difference between correlation and regression
12. Related examples
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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A Strategic Approach: GenAI in EducationPeter Windle
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. Topics Covered:
Is there a relationship between x and y?
What is the strength of this relationship
Pearson’s r
Can we describe this relationship and use this to predict y from
x?
Regression
Is the relationship we have described statistically significant?
t test
Relevance to SPM
GLM
3. The relationship between x and y
Correlation: is there a relationship between 2
variables?
Regression: how well a certain independent
variable predict dependent variable?
CORRELATION CAUSATION
In order to infer causality: manipulate independent
variable and observe effect on dependent variable
5. Variance vs Covariance
First, a note on your sample:
If you’re wishing to assume that your sample is
representative of the general population (RANDOM
EFFECTS MODEL), use the degrees of freedom (n – 1)
in your calculations of variance or covariance.
But if you’re simply wanting to assess your current
sample (FIXED EFFECTS MODEL), substitute n for
the degrees of freedom.
6. Variance vs Covariance
Do two variables change together?
1
)
)(
(
)
,
cov( 1
n
y
y
x
x
y
x
i
n
i
i
Covariance:
• Gives information on the degree to
which two variables vary together.
• Note how similar the covariance is to
variance: the equation simply
multiplies x’s error scores by y’s error
scores as opposed to squaring x’s error
scores.
1
)
( 2
1
2
n
x
x
S
n
i
i
x
Variance:
• Gives information on variability of a
single variable.
7. Covariance
When X and Y : cov (x,y) = pos.
When X and Y : cov (x,y) = neg.
When no constant relationship: cov (x,y) = 0
1
)
)(
(
)
,
cov( 1
n
y
y
x
x
y
x
i
n
i
i
8. Example Covariance
x y x
xi
y
yi
( x
i
x )( y
i
y )
0 3 -3 0 0
2 2 -1 -1 1
3 4 0 1 0
4 0 1 -3 -3
6 6 3 3 9
3
x 3
y 7
75
.
1
4
7
1
))
)(
(
)
,
cov( 1
n
y
y
x
x
y
x
i
n
i
i What does this
number tell us?
0
1
2
3
4
5
6
7
0 1 2 3 4 5 6 7
9. Problem with Covariance:
The value obtained by covariance is dependent on the size of
the data’s standard deviations: if large, the value will be
greater than if small… even if the relationship between x and y
is exactly the same in the large versus small standard
deviation datasets.
10. Example of how covariance value
relies on variance
High variance data Low variance data
Subject x y x error * y
error
x y X error * y
error
1 101 100 2500 54 53 9
2 81 80 900 53 52 4
3 61 60 100 52 51 1
4 51 50 0 51 50 0
5 41 40 100 50 49 1
6 21 20 900 49 48 4
7 1 0 2500 48 47 9
Mean 51 50 51 50
Sum of x error * y error : 7000 Sum of x error * y error : 28
Covariance: 1166.67 Covariance: 4.67
11. Solution: Pearson’s r
Covariance does not really tell us anything
Solution: standardise this measure
Pearson’s R: standardises the covariance value.
Divides the covariance by the multiplied standard deviations of
X and Y:
y
x
xy
s
s
y
x
r
)
,
cov(
12. Pearson’s R continued
1
)
)(
(
)
,
cov( 1
n
y
y
x
x
y
x
i
n
i
i
y
x
i
n
i
i
xy
s
s
n
y
y
x
x
r
)
1
(
)
)(
(
1
1
*
1
n
Z
Z
r
n
i
y
x
xy
i
i
13. Limitations of r
When r = 1 or r = -1:
We can predict y from x with certainty
all data points are on a straight line: y = ax + b
r is actually
r = true r of whole population
= estimate of r based on data
r is very sensitive to extreme values:
0
1
2
3
4
5
0 1 2 3 4 5 6
r̂
r̂
14. Regression
Correlation tells you if there is an association
between x and y but it doesn’t describe the
relationship or allow you to predict one
variable from the other.
To do this we need REGRESSION!
15. Best-fit Line
= ŷ, predicted value
Aim of linear regression is to fit a straight line, ŷ = ax + b, to data that
gives best prediction of y for any value of x
This will be the line that
minimises distance between
data and fitted line, i.e.
the residuals
intercept
ε
ŷ = ax + b
ε = residual error
= y i , true value
slope
16. Least Squares Regression
To find the best line we must minimise the sum of
the squares of the residuals (the vertical distances
from the data points to our line)
Residual (ε) = y - ŷ
Sum of squares of residuals = Σ (y – ŷ)2
Model line: ŷ = ax + b
we must find values of a and b that minimise
Σ (y – ŷ)2
a = slope, b = intercept
17. Finding b
First we find the value of b that gives the min
sum of squares
ε ε
b
b
b
Trying different values of b is equivalent to
shifting the line up and down the scatter plot
18. Finding a
Now we find the value of a that gives the min
sum of squares
b b b
Trying out different values of a is equivalent to
changing the slope of the line, while b stays
constant
19. Minimising sums of squares
Need to minimise Σ(y–ŷ)2
ŷ = ax + b
so need to minimise:
Σ(y - ax - b)2
If we plot the sums of squares
for all different values of a and b
we get a parabola, because it is a
squared term
So the min sum of squares is at
the bottom of the curve, where
the gradient is zero.
Values of a and b
sums
of
squares
(S)
Gradient = 0
min S
20. The maths bit
The min sum of squares is at the bottom of the curve
where the gradient = 0
So we can find a and b that give min sum of squares
by taking partial derivatives of Σ(y - ax - b)2 with
respect to a and b separately
Then we solve these for 0 to give us the values of a
and b that give the min sum of squares
21. The solution
Doing this gives the following equations for a and b:
a =
r sy
sx
r = correlation coefficient of x and y
sy = standard deviation of y
sx = standard deviation of x
From you can see that:
A low correlation coefficient gives a flatter slope (small value of
a)
Large spread of y, i.e. high standard deviation, results in a
steeper slope (high value of a)
Large spread of x, i.e. high standard deviation, results in a flatter
slope (high value of a)
22. The solution cont.
Our model equation is ŷ = ax + b
This line must pass through the mean so:
y = ax + b b = y – ax
We can put our equation for a into this giving:
b = y – ax
b = y -
r sy
sx
r = correlation coefficient of x and y
sy = standard deviation of y
sx = standard deviation of x
x
The smaller the correlation, the closer the
intercept is to the mean of y
23. Back to the model
If the correlation is zero, we will simply predict the mean of y for every
value of x, and our regression line is just a flat straight line crossing the
x-axis at y
But this isn’t very useful.
We can calculate the regression line for any data, but the important
question is how well does this line fit the data, or how good is it at
predicting y from x
ŷ = ax + b =
r sy
sx
r sy
sx
x + y - x
r sy
sx
ŷ = (x – x) + y
Rearranges to:
a b
a a
24. How good is our model?
Total variance of y: sy
2 =
∑(y – y)2
n - 1
SSy
dfy
=
Variance of predicted y values (ŷ):
Error variance:
sŷ
2 =
∑(ŷ – y)2
n - 1
SSpred
dfŷ
=
This is the variance
explained by our
regression model
serror
2 =
∑(y – ŷ)2
n - 2
SSer
dfer
=
This is the variance of the error
between our predicted y values and
the actual y values, and thus is the
variance in y that is NOT explained
by the regression model
25. Total variance = predicted variance + error variance
sy
2 = sŷ
2 + ser
2
Conveniently, via some complicated rearranging
sŷ
2 = r2 sy
2
r2 = sŷ
2 / sy
2
so r2 is the proportion of the variance in y that is explained by
our regression model
How good is our model cont.
26. How good is our model cont.
Insert r2 sy
2 into sy
2 = sŷ
2 + ser
2 and rearrange to get:
ser
2 = sy
2 – r2sy
2
= sy
2 (1 – r2)
From this we can see that the greater the correlation
the smaller the error variance, so the better our
prediction
27. Is the model significant?
i.e. do we get a significantly better prediction of y
from our regression equation than by just predicting
the mean?
F-statistic:
F(dfŷ,dfer) =
sŷ
2
ser
2
=......=
r2 (n - 2)2
1 – r2
complicated
rearranging
And it follows that:
t(n-2) =
r (n - 2)
√1 – r2
(because F = t2)
So all we need to
know are r and n
28. General Linear Model
Linear regression is actually a form of the
General Linear Model where the parameters
are a, the slope of the line, and b, the intercept.
y = ax + b +ε
A General Linear Model is just any model that
describes the data in terms of a straight line
29. Multiple regression
Multiple regression is used to determine the effect of a number
of independent variables, x1, x2, x3 etc, on a single dependent
variable, y
The different x variables are combined in a linear way and
each has its own regression coefficient:
y = a1x1+ a2x2 +…..+ anxn + b + ε
The a parameters reflect the independent contribution of each
independent variable, x, to the value of the dependent variable,
y.
i.e. the amount of variance in y that is accounted for by each x
variable after all the other x variables have been accounted for
30. SPM
Linear regression is a GLM that models the effect of one
independent variable, x, on ONE dependent variable, y
Multiple Regression models the effect of several independent
variables, x1, x2 etc, on ONE dependent variable, y
Both are types of General Linear Model
GLM can also allow you to analyse the effects of several
independent x variables on several dependent variables, y1, y2,
y3 etc, in a linear combination
This is what SPM does and all will be explained next week!