Education STEM

Predicting missing/unknown information

Analysts often need to fill in the blanks in order to make longer-term decisions, or just to model different scenarios by making credulous predictions. In this post, I share just one of such scenarios and demonstrate how to make predictions using both statistical formulas manually and Excel’s feature. Lastly, we’ll see the difference between the […]

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Analytics Education STEM Work

A Risk Assessment Map—my approach

I’ve seen many pretty risk assessment maps over time. The issue I see with most of them is that they’re more of an illustration than a method meaning, they’re customized visuals with manual graphics that don’t scale well for different projects. In the post, I’ll share my approach…it’s based on applying basic statistical concept, development […]

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Analytics Education STEM

Using Stock Price Charts On Humans

Using the same dataset, I’ve shown in my earlier blog: Scattered Data To A Butterfly, Or A Tornado! https://flyingsalmon.net/blog/?p=2194 on how to present similar information visually and add interactivity, in this post, I’ll show other ways to present the information visually and walk through the pros and cons of each. I won’t be using any […]

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Analytics Coding Education STEM

Tracking Actual vs. My Predictions 4/29/20

Back in March 2020, I did some predictive modeling using simple math and Excel where I presented 3 scenarios: Likely, Best-case, Worst-case. You can read the original blog here: What-If Models (COVID-19): Results Let’s take a look at today’s latest data from WHO and compare my Model 1: Likely Scenario numbers. We’ll compare the USA […]

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Analytics Education STEM

How close were my initial models?

How close were my initial models? Let’s compare with today’s data. Take a look back on my educated-guess-but-not-official models that I created back in March 22, 2020: What-If Models (COVID-19): Results Today’s numbers for USA from WHO are (on 4/1/2020): # of confirmed cases (infected): 163,199 and confirmed deaths: 2,850 My four models were agnostic […]

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