Statistical Analysis, Data Science and Programming 2020

“This class is supported by DataCamp, the most intuitive learning platform for data science. Learn R, Python and SQL the way you learn best through a combination of short expert videos and hands-on-the-keyboard exercises. Take over 100+ courses by expert instructors on topics such as importing data, data visualization or machine learning and learn faster through immediate and personalised feedback on every exercise.”

Our student group is using DataCamp to develop their statistical skills to apply to the Outsourcing and Offshoring class and data science skills for the Machine Learning class in the summer.

DataCamp access is by invitation only via your @ucdconnect.ie email address.

The class page is as follows;

https://www.datacamp.com/enterprise/statistical-analysis-data-science-and-programming-2020/

If you get stuck have a look at the DataCamp Community site, there are a plethora of DataCamp Tutorials for Python, R and more to choose from. Each Tutorial provides accessible and easy-to-understand resources for the topic of your preference.

Reading an article and not sure how to write about it yourself?

- readings, precis, impact, application -

Prompting questions:

• What did I learn from reading this article?
• What was the intention of the authors?
• Who is the audience for the article?
• How could I use the article?

Readings are often difficult to understand or alternatively, to interpret and make sense of. I've often read a paper and said to myself "so what", "it's obvious", "what's the appeal of this stuff?" Sometimes I've been confused, overwhelmed with detail or just don't get the point. I've also read papers that have set off ideas, recalled past experiences, given an outlook that changes something I thought I knew well but now see in a different light.

Writing a precis of a paper turns the whole process back on itself somewhat; I go from being the reader of the paper to being a writer. Writing about a paper demands something of me, not just my impression of the paper and the information contained within, but how I felt about the ideas expressed, how I saw them applied, and reflected on their wider impact.

Written comments on a reading need to be succinct (if you go past a page then perhaps you should be writing a new paper?), and impact-full. Get to the point, don't just summarise, criticise! Refer to other works in a meaningful way (counter examples, supporting examples), and reflect on the bigger picture. If there are implications for practitioners and practice then state them, particularly if they are personal, affecting you.

When criticising a paper you should always attempt to be fair. Criticise it on its terms, not because it doesn't address certain areas that you think are more important; there may be good reasons for a paper's omissions: limited space, out of scope, irrelevance.

Finally, keep to the limits, word counts shouldn't be treated as "targets". If you can say less then say less; less is often more. It takes time to distill your comments and the result is often unexpected, but often in good ways.

Pointers

• Pick out some aspect of interest from the paper
• Comment on it (there are no wrong answers, it's just an opinion)
• Link it back to design processes.
• And consider linking your argument with pertinent external readings.

Try not go off on a tangent or indulge yourself in a flight of fancy. But if the paper sets off your creative side then explain your logic:

"The reading included a discussion of X which made me consider Y (not in the reading) because...".

Relate it back to the course; to continue:

"...but both X & Y are pertinent to Z which we have seen is a fundamental to the work of analysis, design and development"

The following rubric (a protocol or procedure) on assessing a written work may also be useful...
Audience: Who is the reading directed at? Is a question formulated, is it interesting and clearly put? Did the author clearly explain the purpose of the article?
Structure: Are the thoughts/arguments connected? Is there a logic to the presentation of ideas? Is theory utilised? If so is it treated critically or uncritically (just applied)? Do the authors anticipate and respond to counter-arguments?
Style of evidence: Does the work offer conjecture and possibilities based on the literature? Does the work offer empirical matter? Are assumptions stated? Is a philosophical foundation indicated?
Validity: How is the work positioned such that we understand how to test the extent of its claims, justification, rigour.
Rhetoric: Is the article persuasive? Are the findings, discussion and conclusions convincing? Does the work present implications and impacts? Are there behavioural, managerial, organisational consequences?


Further reading (about reading...no irony in that is there?)

• R. Subramanyam. Art of reading a journal article: Methodically and effectively. Journal of Oral and Maxillofacial Pathology : JOMFP, 17(1):65–70, Jan-Apr 2013. (link)
• E. Pain. How to (seriously) read a scientific paper. Science, March 2016. Available online at http://www.sciencemag.org/careers/2016/03/how-seriously-read-scientific-paper (Accessed: 29 November 2017). (link)
• A. Ruben. How to read a scientific paper. Science, January 2016. Available online at http://www.sciencemag.org/careers/2016/01/how-read-scientific-paper (Accessed: 29 November 2017).

DataCamp for data science (R/Python and others)

We encouraged students to use DataCamp last year to develop their statistical skills for the Outsourcing and Offshoring class and data science skills for the Machine Learning class.

We were delighted with the feedback and also the results. DataCamp allowed novice R/Python users to improve their understanding and ability using these technologies. It was like giving students a boost of mental vitamins for technology! Really really useful.

Term-Paper presentation peer-assessment...

Consider using the following criteria for peer-assessing the presentation.

Criteria 1: Motivation

0 = Unclear what drove this research or why it may be important.
1 = Motivation: You can clearly identify 'why' they studied this particular problem and 'why' it may be important.
2 = Clear motivation, plus they clearly identified the problems(s) by initial analysis and/or presented extant knowledge, current hypotheses, and identified gaps in knowledge.

Critera 2: Data

0 = Unclear what research data was gathered or why what was done is relevant.
1 = Data through discovery: They have shown that they have independently researched the problem area(s)
2 = Discovery is evident AND the research data gathered convincingly addresses the problem area, that is, the kind of data gathered is likely to yield insights that may address the problem area.

Criteria 3: Analysis

0 = Unclear how findings or recommendations were arrived at.
1 = Findings are analysed cogently and convincingly; convincing arguments for arriving at findings.
2 = Findings AND responses developed in context of prior knowledge. Synthesis built on findings – clearly addresses the problem(s) and integrates learning from others.

Criteria 4: Engagement/Impact

0 = Very difficult to comprehend, understand, read, hear, etc. I would not watch this presentation again.
1 = A competent presentation, well organised with suitable and meaningful appropriate content.
2 = A really excellent and convincing presentation that conveys clear messages, for example effectively using images, dialogue, humour, shock etc. I would watch it again and encourage others to watch it.

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Alternative presentation assessment rubric 

Threshold requirement: Originality and own work; Others' ideas graphics and quotes properly cited, acknowledged and referenced (No Plagarism!).
Equal weighting applied to the following:

1. Argument demonstrates analytical skills. I was convinced by the evidence and the argument.
2. Message and conclusions give evidence of reflective thinking and deep engagement with an advanced research topic. I received a clear convincing take-away message.
3. Overall impression: Is piece competent and polished? Has producer showcased their domain knowledge and professionalism.

Cobalt trade built on misery

Illicit Cobalt mining supplies the world's demands for lithium ion batteries.
The DRC is far and away the largest supplier of cobalt (extracted from coltan) on the world market. But much of the mining and extraction of cobalt is illicit, unregulated, illegal.
(link to article on the Guardian)

Certainly we, the consumer, are the end users of products containing cobalt. Markets and industry have an insatiable demand for the digital devices that require cobalt and other rare earth elements in order to function. However, global companies are the real beneficiaries, profiting from a porous and corrupt supply chain. These firms have been served in a class action on behalf of a sample group of parents and children; a handful among the multitude of unnamed people who have been dispossessed, evicted, crippled, killed, abused, exploited by the cobalt industry's corrupt and shady foundations.
http://iradvocates.org/sites/iradvocates.org/files/stamped%20-Complaint.pdf

The United Nations SDGs and links with industries in countries around the world...

The United Nations SDGs

What does business have to do with SDGs? Some economies experience high inflation, high interest rates, depreciation of local currency,

There has been a growth in the establishment of free-trade regions in Africa.
MSME (micro, small and medium enterprises).

Africa is not a country: Africa is 54 different countries, Africa is 1.4 billion people

``When I travelled to other countries in Africa I discovered I didn't know Africa; I come from West Africa we like a lot of spice in our food, in East Africa I discovered there is `no' spice in the food.''

Place Belongingness Africa; speaker panel 2019

``Jumia is an e-commerce company operating across the continent of Africa "we're building the Amazon of Africa" but they lost 90% of their IPO value. I contend largely because investors assumed an environment without understanding. They didn't know that road infrastructure is uneven, that electrical operators operate a universal service, that rail, and telecoms and all kinds of infrastructure that we take for granted in many in countries, just aren't in place beyond the urban areas. Indeed, even many urban conurbations have patchy, weak or non-existent water, sewerage, electricity, etc.''

(Sangu J. Delle Esq.)

``I am a Pan-Africanist, I became more African when I left Africa. I grew up thinking I was Ghanian first, then I left Africa and in those countries I experienced `othering' and I encountered people who considered me African first, they didn't consider me Ghanian.'' (Sangu J. Delle Esq.)

Workshop Schedule: Africa, Place, Belongingness, Entrepreneurship and Sustainable Development

Time Presentation Venue: Room Q131, UCD Moore Centre for Business 09:45-09.50 Welcome Speech Penelope Muzanenhamo PhD, Assistant Professor, UCD College of Business 09.50-10.00 Irish Aid’s contribution to SDGs in Africa Ms Edith Delaney, Africa Unit, Development Cooperation and Africa Division, Department of Foreign Affairs and Trade, Ireland 10.00-10.10 Place and Belongingness: The Place of Proudly Made in Africa and African Entrepreneurs in Sustainable Development Ms Vikki Brennen, CEO, PMIA 10.10- 10.15 Placing Africa Business Research within the global context (or why we do what we do about Africa in UCD College of Business)  Professor Maeve Houlihan Session Chair: Maeve Houlihan 10.15-10.35 Sub-Saharan African Entrepreneurship and Sustainable Development: Wishes and Realities Dr Eva Roberts, CEO Morvigor, Sierra Leone 10.35-10.55 Place, Belongingness and Sustainable Development: Entrepreneurial Case Studies from Making Futures. Sangu J. Delle Esq., Entrepreneur Investor and Author, Palm Investments Corporation 10.55-11.15 Entrepreneurial Achievement among formerly Displaced African Individuals Mr Vinod Tailor Deputy Lieutenant, JYVI Director, UK 11.15-11.30   Coffee Break.   Relocate to Room Q118EY, First Floor, Lochlann Quinn School Session Chair: Kevin Ibeh 11.30-11.55 Business in Africa, Borders, and the Liability of Colonialism: A meeting point or a missing link? Kenneth Amaeshi PhD, Professor, University of Edinburgh Business School, UK 11.55-12.20 Entrepreneurial intentions, initiatives and sustainable development: An international perspective  Sally Kah PhD, Lecturer, Liverpool John Moores University, UK Seamus O’Brien, Lecturer, Liverpool John Moores University, UK Seng Kok, Senior Lecturer, Liverpool John Moores University, UK  Emer Gallagher, Senior Lecturer, Liverpool John Moores University, UK 12.20-12.45 Anything goes in Africa, or Does it? The Effect of Corporate Social Irresponsibility on Shareholder Value Andreas Hoepner PhD, Professor, UCD College of Business, Ireland Qian Li PhD, Lecturer, University of Cardiff, UK Penelope Muzanenhamo PhD, Assistant Professor, UCD College of Business, Ireland 12.45-13.10 Reflections on advancing professionally through scholarly contributions to African business and sustainable development Kevin Ibeh PhD, Professor, Pro Vice Master, Birkbeck, University of London, UK 13.10-14.10.      Lunch Break.    Session resumes in Room Q118EY Session Chair: Kenneth Amaeshi 14.10-14.35 Can entrepreneurship become the engine of growth and primary driver of sustainable development in Africa in the digital era?  Franklyn Lisk PhD, Professor, University of Warwick, UK Syeda-Masooda Mukhtar PhD, CEO Chelsea Global, UK 14.35-15.00 From nationalism to Pan-Africanism: An examination of African companies’ and entrepreneurs’ response and influence David Nyaluke PhD, UCD-Proudly Made in Africa Fellow in Business and Development, Ireland 15.25-15.50 Geogames for Youth Empowerment: Minecraft as a Sustainable Entrepreneurship resource for the Global South Bruno de Andrade PhD, Postdoctoral Research Fellow, UCD School of Architecture, Planning and Environmental Policy 15.50-16.15 I am an African and an Entrepreneur, So What? The effect of an Entrepreneur’s Social Identity on Contribution to a Competitive Supranational Place Brand  Penelope Muzanenhamo PhD, Assistant Professor, UCD College of Business, Ireland Ebes Esho PhD, Postdoctoral Research Fellow, University of Johannesburg, South Africa Samuel Adomako PhD, Lecturer, University of Bradford, UK Robert Hinson PhD, Professor, University of Ghana Business School, Ghana Amon Chizema PhD, Professor, University of Birmingham, UK 16.15-16.20 Closing Remarks Franklyn Lisk 16.20 Informal meeting: Funding Possibilities for Business Research on Africa

Africa: Place, Belongingness, Entrepreneurship and Sustainable Development