OT: Where do I find job statistics?

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Jim Thompson

Posted: Tue Feb 27, 2007 2:19 pm

Guest

I'm looking for statistics that show what percentage of the population
is involved in each job type.

For instance, what percentage are electrical engineers, what
percentage are working as store clerks, what percentage are burger
flippers, etc.

I have surfed myself into all kinds of crap, but not what I want.

Suggestions?

Thanks!

...Jim Thompson
--
| James E.Thompson, P.E. | mens |
| Analog Innovations, Inc. | et |
| Analog/Mixed-Signal ASIC's and Discrete Systems | manus |
| Phoenix, Arizona Voice:(480)460-2350 | |
| E-mail Address at Website Fax:(480)460-2142 | Brass Rat |
| http://www.analog-innovations.com | 1962 |

I love to cook with wine. Sometimes I even put it in the food.

Joerg

Posted: Tue Feb 27, 2007 2:43 pm

Guest

Jim Thompson wrote:

Quote:

I'd start with the DOL. They ought to have the most credible data. If
they don't, chance are that reliable data doesn't really exist.

Not much in terms of statistics on this page but this would be their link:
http://www.bls.gov/emp/empfastestind.htm

--
Regards, Joerg

http://www.analogconsultants.com

Anthony Fremont

Posted: Tue Feb 27, 2007 3:31 pm

Guest

Jim Thompson wrote:

Quote:

The Census Bureau? They like to ask lots of prying questions. Wink

Richard Henry

Posted: Tue Feb 27, 2007 4:51 pm

Guest

On Feb 27, 10:19 am, Jim Thompson <To-Email-Use-The-Envelope-I...@My-
Web-Site.com> wrote:

Quote:

Where you should go for the data will depend on what conclusion you
are trying to justify.

Jim Thompson

Posted: Tue Feb 27, 2007 5:02 pm

Guest

On 27 Feb 2007 12:51:58 -0800, "Richard Henry" <pomerado@hotmail.com>
wrote:

Quote:

On Feb 27, 10:19 am, Jim Thompson <To-Email-Use-The-Envelope-I...@My-
Web-Site.com> wrote:
I'm looking for statistics that show what percentage of the population
is involved in each job type.

For instance, what percentage are electrical engineers, what
percentage are working as store clerks, what percentage are burger
flippers, etc.

I have surfed myself into all kinds of crap, but not what I want.

Suggestions?
Something for the newspaper column?

Where you should go for the data will depend on what conclusion you
are trying to justify.

The column will address a local controversy about how much math should
be offered at the High School level.

My suspicions are that very few High School graduates need much more
than how to make change.

But I was looking for statistics... for example, what percentage of
the population actually need Algebra? Geometry? Calculus?

I'm of the old old school... highest math in High School was Solid
Geometry, but I did just ducky at MIT... 5 semesters of Calculus (thru
Tensors) ;-)

My argument is that we don't need more math topics, we need more math
intensity... practice makes perfect.

Pick any kid on the street and ask them to answer...

1/3 + 1/4 + 1/5 + 1/6 = ?

My bet is most kids AND adults can't solve it without a calculator :-(

...Jim Thompson
--
| James E.Thompson, P.E. | mens |
| Analog Innovations, Inc. | et |
| Analog/Mixed-Signal ASIC's and Discrete Systems | manus |
| Phoenix, Arizona Voice:(480)460-2350 | |
| E-mail Address at Website Fax:(480)460-2142 | Brass Rat |
| http://www.analog-innovations.com | 1962 |

I love to cook with wine. Sometimes I even put it in the food.

Hal Murray

Posted: Tue Feb 27, 2007 5:16 pm

Guest

Quote:

Pick any kid on the street and ask them to answer...

1/3 + 1/4 + 1/5 + 1/6 = ?

My bet is most kids AND adults can't solve it without a calculator Sad

And with a calculator, they would get a rounded off decimal answer.
The next question is how many would know that the answer wasn't exact?
Or how many would know enough to consider that question?

--
These are my opinions, not necessarily my employer's. I hate spam.

Eeyore

Posted: Tue Feb 27, 2007 5:41 pm

Guest

Jim Thompson wrote:

Quote:

"Richard Henry" <pomerado@hotmail.com> wrote:
Jim Thompson <To-Email-Use-The-Envelope-I...@My-Web-Site.com> wrote:
I'm looking for statistics that show what percentage of the population
is involved in each job type.

For instance, what percentage are electrical engineers, what
percentage are working as store clerks, what percentage are burger
flippers, etc.

I have surfed myself into all kinds of crap, but not what I want.

Suggestions?
Something for the newspaper column?

Where you should go for the data will depend on what conclusion you
are trying to justify.

The column will address a local controversy about how much math should
be offered at the High School level.

My suspicions are that very few High School graduates need much more
than how to make change.

But I was looking for statistics... for example, what percentage of
the population actually need Algebra? Geometry? Calculus?

LMAO !

They don't teach that old stuff any more. Instead they teach sets and matrices.
You're so out of touch Jim !

Has anyone ever found a use for these btw ?

Graham

JeffM

Posted: Tue Feb 27, 2007 6:09 pm

Guest

Jim Thompson wrote:

Quote:

But I was looking for statistics... for example,
what percentage of the population actually need Algebra?
Geometry? Calculus?

I'm of the old old school... highest math in High School
was Solid Geometry, but I did just ducky at MIT...
5 semesters of Calculus (thru Tensors) ;-)

My argument is that we don't need more math topics,
we need more math intensity... practice makes perfect.

I hearing you say that you took SOME kind of math

each year you were in school and kept things honed.

Quote:

Pick any kid on the street and ask them to answer...
1/3 + 1/4 + 1/5 + 1/6 = ?

Well, I don't always carry a pencil with me on the street

and I needed one to keep the tally. Cool

JeffM

Posted: Tue Feb 27, 2007 6:11 pm

Guest

Jim Thompson wrote:

Quote:

My suspicions are that very few High School graduates
need much more than how to make change.
But I was looking for statistics... for example, what percentage of
the population actually need Algebra? Geometry? Calculus?

Eeyore wrote:
They don't teach that old stuff any more.
Instead they teach sets and matrices.[...]
Has anyone ever found a use for these btw ?

I once used a Venn diagram to show a guy
why having more anti-spyware apps was better.
(In contrast to Grise's recent thread
where he installed multiple antivirus apps.)

Jim Thompson

Posted: Tue Feb 27, 2007 6:37 pm

Guest

On 27 Feb 2007 14:09:22 -0800, "JeffM" <jeffm_@email.com> wrote:

Quote:

Jim Thompson wrote:
But I was looking for statistics... for example,
what percentage of the population actually need Algebra?
Geometry? Calculus?

I'm of the old old school... highest math in High School
was Solid Geometry, but I did just ducky at MIT...
5 semesters of Calculus (thru Tensors) ;-)

My argument is that we don't need more math topics,
we need more math intensity... practice makes perfect.

I hearing you say that you took SOME kind of math
each year you were in school and kept things honed.

Yes.

Quote:

Pick any kid on the street and ask them to answer...
1/3 + 1/4 + 1/5 + 1/6 = ?

Well, I don't always carry a pencil with me on the street
and I needed one to keep the tally. Cool

Posted: Tue Feb 27, 2007 6:37 pm

Guest

"Jim Thompson" <To-Email-Use-The-Envelope-Icon@My-Web-Site.com> wrote in
message news:1j69u2te1bjjav9gkur740kuu2v2t3ovb4@4ax.com...

Quote:

On 27 Feb 2007 12:51:58 -0800, "Richard Henry" <pomerado@hotmail.com
wrote:

On Feb 27, 10:19 am, Jim Thompson <To-Email-Use-The-Envelope-I...@My-
Web-Site.com> wrote:
I'm looking for statistics that show what percentage of the population
is involved in each job type.

For instance, what percentage are electrical engineers, what
percentage are working as store clerks, what percentage are burger
flippers, etc.

I have surfed myself into all kinds of crap, but not what I want.

Suggestions?
Something for the newspaper column?

Where you should go for the data will depend on what conclusion you
are trying to justify.

The column will address a local controversy about how much math should
be offered at the High School level.

My suspicions are that very few High School graduates need much more
than how to make change.

But I was looking for statistics... for example, what percentage of
the population actually need Algebra? Geometry? Calculus?

I'm of the old old school... highest math in High School was Solid
Geometry, but I did just ducky at MIT... 5 semesters of Calculus (thru
Tensors) ;-)

My argument is that we don't need more math topics, we need more math
intensity... practice makes perfect.

Pick any kid on the street and ask them to answer...

1/3 + 1/4 + 1/5 + 1/6 = ?

My bet is most kids AND adults can't solve it without a calculator :-(

...Jim Thompson
--
| James E.Thompson, P.E. | mens |
| Analog Innovations, Inc. | et |
| Analog/Mixed-Signal ASIC's and Discrete Systems | manus |
| Phoenix, Arizona Voice:(480)460-2350 | |
| E-mail Address at Website Fax:(480)460-2142 | Brass Rat |
| http://www.analog-innovations.com | 1962 |

I love to cook with wine. Sometimes I even put it in the food.

I wish I was taught how Archimedes derived pi in high school rather than
having to monotonously do different forms of the same equation. I think the
method far more important as it can help us all develop a more
creative/logical thought process which is handy no matter what your job is.

Best regards,

AJ

Chris Jones

Posted: Tue Feb 27, 2007 7:21 pm

Guest

Jim Thompson wrote:

Quote:

I don't think that the manipulation of figures is as important as the
understanding of mathematical concepts.

Whilst they may never need to do any actual calculus or even algebra, the
idea of what it means for one thing to be proportional to another thing, or
the idea of exponential growth, or derivatives or integrals (not
manipulating the symbols, but the concept) is essential if they are to be
able to properly scrutinise the policies of the various politicians that
they will elect, and to keep themselves out of debt (e.g. compound interest
etc.) E.g. I would not generally vote for someone who proposed benefit
laws such that the derivative of total income with respect to hours worked
can ever be negative for a portion of the population. I'd like other
voters to understand that idea too - not with the fancy words but rather
the idea. Some people will figure that out without having been exposed to
the mathematical concept of derivatives, but when the politicians are
trying to disguise the outcome and motivation of their policies, the voters
need all the analytical skills they can get.

Now certainly a lot of people in influential positions would not stand to
gain from having a population with a better understanding of these
concepts, and to some people it would be better if the average citizen only
knew the minimum necessary in order to consume, but I have higher hopes for
the world than that.

Chris

Jim Thompson

Posted: Tue Feb 27, 2007 7:51 pm

Guest

On Tue, 27 Feb 2007 23:21:19 +0000, Chris Jones
<lugnut808@nospam.yahoo.com> wrote:

Quote:

Jim Thompson wrote:

On 27 Feb 2007 12:51:58 -0800, "Richard Henry" <pomerado@hotmail.com
wrote:

On Feb 27, 10:19 am, Jim Thompson <To-Email-Use-The-Envelope-I...@My-
Web-Site.com> wrote:
I'm looking for statistics that show what percentage of the population
is involved in each job type.

For instance, what percentage are electrical engineers, what
percentage are working as store clerks, what percentage are burger
flippers, etc.

I have surfed myself into all kinds of crap, but not what I want.

Suggestions?
Something for the newspaper column?

Where you should go for the data will depend on what conclusion you
are trying to justify.

The column will address a local controversy about how much math should
be offered at the High School level.

My suspicions are that very few High School graduates need much more
than how to make change.

But I was looking for statistics... for example, what percentage of
the population actually need Algebra? Geometry? Calculus?

I'm of the old old school... highest math in High School was Solid
Geometry, but I did just ducky at MIT... 5 semesters of Calculus (thru
Tensors) ;-)

My argument is that we don't need more math topics, we need more math
intensity... practice makes perfect.

Pick any kid on the street and ask them to answer...

1/3 + 1/4 + 1/5 + 1/6 = ?

My bet is most kids AND adults can't solve it without a calculator :-(

...Jim Thompson

I don't think that the manipulation of figures is as important as the
understanding of mathematical concepts.

That's where you and I disagree mightily. There is no "partial
credit" in the real world ;-)

Quote:

Whilst they may never need to do any actual calculus or even algebra, the
idea of what it means for one thing to be proportional to another thing, or
the idea of exponential growth, or derivatives or integrals (not
manipulating the symbols, but the concept) is essential if they are to be
able to properly scrutinise the policies of the various politicians that
they will elect, and to keep themselves out of debt (e.g. compound interest
etc.) E.g. I would not generally vote for someone who proposed benefit
laws such that the derivative of total income with respect to hours worked
can ever be negative for a portion of the population. I'd like other
voters to understand that idea too - not with the fancy words but rather
the idea. Some people will figure that out without having been exposed to
the mathematical concept of derivatives, but when the politicians are
trying to disguise the outcome and motivation of their policies, the voters
need all the analytical skills they can get.

Now certainly a lot of people in influential positions would not stand to
gain from having a population with a better understanding of these
concepts, and to some people it would be better if the average citizen only
knew the minimum necessary in order to consume, but I have higher hopes for
the world than that.

Chris

Martin Riddle

Posted: Tue Feb 27, 2007 8:28 pm

Guest

"Jim Thompson" <To-Email-Use-The-Envelope-Icon@My-Web-Site.com> wrote in
message news:j9t8u2htv2k6j4bhtl9pc70mh2r90n1tgc@4ax.com...

Quote:

Have you tried monster.com and the others?

Cheers

Joerg

Posted: Tue Feb 27, 2007 8:58 pm

Guest

Jim Thompson wrote:

Quote:

Our roofer was great, did top notch work. However, he underestimated the
(rather expensive) material by four yards or about 10%. Ok, it's a very
intricate roof. But I guess geometry wasn't their strength.

Quote:

I'm of the old old school... highest math in High School was Solid
Geometry, but I did just ducky at MIT... 5 semesters of Calculus (thru
Tensors) ;-)

My argument is that we don't need more math topics, we need more math
intensity... practice makes perfect.

Amen!

Quote:

Pick any kid on the street and ask them to answer...

1/3 + 1/4 + 1/5 + 1/6 = ?

My bet is most kids AND adults can't solve it without a calculator :-(

There are people with degrees and all that who can't figure out why
their heating bill is higher. Some can't even figure what the gas
mileage was after filling up. The topper: I called our tax collector's
office because some numbers on the property tax bill didn't compute.
"Hmm, we've sent out tens of thousands and nobody has called and it all
sure has been audited like usual. Can you fax it over?" .. "Sure" ...
<telephone ringing is heard a couple hours later> ... "Well, drat, there
sure must be a bug in the database here".

--
Regards, Joerg

http://www.analogconsultants.com

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