1 / 25

Why Numbers Matter in Everyday Life

Why Numbers Matter in Everyday Life. Learning Outcomes. Completion of this session will enable you to: appreciate that numbers are a critical component of everyday life understand how numbers can be created, represented and interpreted in social life

maxim
Download Presentation

Why Numbers Matter in Everyday Life

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Why Numbers Matter in Everyday Life

  2. Learning Outcomes Completion of this session will enable you to: • appreciate that numbers are a critical component of everyday life • understand how numbers can be created, represented and interpreted in social life • explore how quantification of an issue can help us understand a complex issue • learn some basic statistical concepts

  3. Before we begin………

  4. I Couldn’t Live Without My Mobile Phone • Talk to the person beside you about what influenced your choice of mobile phone • How did you know whether you were getting good value for money? • How did you make comparisons between different deals?

  5. Quiz Time! • What gender are you: Male Female

  6. Quiz Time! • What age are you: Under 18yrs 26yrs – 29yrs 18yrs-21yrs 30yrs - 33yrs 22yrs-25yrs Over 34yrs

  7. Quiz Time! • How did you travel to class today: Walk Cycle Bus Car – drive self Train Car - lift

  8. Quiz Time! • Which of these supermarkets did you last shop in: Asda M&S Waitrose Co-op SainsburysMorrisons Lidl Tesco Aldi

  9. Quiz Time! • What day of the week did you last shop in the supermarket: Monday Thursday Tuesday Friday Wednesday Saturday Sunday

  10. Quiz Time! • Which of these supermarkets do you have a loyalty card for: M&S Sainsburys Tesco

  11. Who wins with supermarket loyalty cards? • 85% of the UK population have a supermarket loyalty card • A year after Tesco introduced the Clubcard, card holders were spending 28% more in Tesco and 16% less in Sainsburys (who then introduced their own loyalty card) • In 2009 15million Tesco customers received £259 million in vouchers • 80% of supermarket profits come from 20% of customers • At Tesco’s if you spend £100 per week (£5200 per year) you will earn £104 a year in grocery vouchers or £312 worth of Clubcard rewards.

  12. Who wins with supermarket loyalty cards? One supermarket was reported to have spotted a trend for fathers to come into stores on their way home from work on a Friday, in order to buy nappies for their children. As a result, the store placed six-packs of beer on the adjacent shelves, and found that the sales of beer went up. http://news.bbc.co.uk/1/hi/business/8505031.stm

  13. The Joy of Stats http://www.gapminder.org/videos/the-joy-of-stats/

  14. Definitions • Number: a unit of measurement • Statistic: a numerical value or number • Quantification: the act of counting and measuring that maps observations and experiences into members of some set of numbers • Statistics: the study of the collection, organisation, analysis, interpretation, and presentation of numbers

  15. Where do the Millionaires Live? http://www.guardian.co.uk/news/datablog/interactive/2012/sep/13/money-uk-multi-millionaires-regional-breakdown

  16. Have GCSE Rates Changed?

  17. Hate Crime in England and Wales http://www.guardian.co.uk/news/datablog/interactive/2012/sep/13/hate-crime-map-england-wales

  18. Using Numbers To Quantify

  19. Using Numbers to Describe

  20. Using Numbers to Explain

  21. Social Construction of Statistics • Definition of an act as a crime - by an individual, by society - for example, speeding • Detection of that act - was it reported? - to whom? • Responseto the act - warning v prosecution • Recording of the act

  22. The Example of Educational Outcomes and Ethnicity • 65% of pupils in primary and secondary schools in London are of ‘ethnic minority’ background • Groups long considered underachievers include in particular Pakistani, Bangladeshi and African Caribbean, although more recent studies have also identified similar educational problems among Somali and Turkish-speaking pupils. • In 2003, for example, roughly 70% of African Caribbean pupils left school with less than five higher grade GCSEs or their equivalents. This represents the lowest level of achievement for any ethnic group of school children

  23. The Statistical Picture is Complicated

  24. Factors Influencing Educational Outcomes • Language skills - English as an acquired language seems to have an impact for some BME groups more than others • Poverty - more pupils in London are entitled to free school meals: 25% of primary school children and 22% of secondary school children, compared to national averages of 13%. On average, pupils entitled to free schools meals have lower levels of attainment than others. • Level of ‘churn’ within schools - about 14% of Inner London pupils change schools in an average year, as do 6% of Outer London pupils, compared to 5% elsewhere. • Expectations of pupils - black boys are three times more likely than other pupils to be excluded from school. One factor is that their family background or street culture makes them badly behaved. The other is that schools treat them differently. largely unwitting but systematic racial discrimination in the application of disciplinary and exclusions policies

  25. Learning Outcomes Are you able to: • appreciate that numbers are a critical component of everyday life • understand how numbers can be created, represented and interpreted in social life • explore how quantification of an issue can help us understand a complex issue • understand some basic statistical concepts

More Related