There isn't color and there aren't images. read more, Overall the book is quite solid. The examples are direct applications of the formulas and accurately assess the conceptual knowledge of the reader. This did not affect the over-all useability of the book though. Well explained, though maybe could use some more interesting examples; and maybe could use some definitions comparison etc. The full content would be ambitious for a 1-semester course, such use would be unlikely. Each chapter contains modules that begin with prerequisite information and upcoming learning objectives for mastery. Reviewed by Mamata Marme, Assistant Professor, Augustana College on 6/25/19, This textbook offers a fairly comprehensive summary of what should be discussed in an introductory course in Statistics. The topics are up-to-date, and appropriate technology is used for examples, applications, and case studies. Reviewed by Randy Vander Wal, Professor, The Pennsylvania State University on 2/1/18, As a text for an introductory course, standard topics are covered. Given that these topics are often sort of crammed in at the end of many introductory classes, that might not be problematic for many instructors. The writing is very clear. Topics are well motivated and discussion usually includes useful diagrams or graphs when appropriate. It would be straightforward to select portions of the text and reorganize as needed. Ask our subject … I did not find any errors in the formulas, but the notation and terminology are sometimes non-traditional. Understanding Statistics. However, there are some issues with table of contents and page numbers, for example chapter 17 starts in page 597 not 598. This text covers all the standard topics in a semester long introductory course in statistics. Making these changes to the existing online HTML files would be relatively easy and straightforward to implement.,
This is not applicable. No grammatical errors were found while reviewing select pages of this text at random. The authors have chosen topics for examples and exercises that are typical of this kind of text. • By the year 2020, there will be 15 people aged 65 and over for every new baby The lack of connection to a past reference may create a sense of disconnect between the topics discussed. Each of the modules have detailed learning objectives and prerequisite required. Each chapter is structured with several modules, each beginning with pre-requisite chapter(s), learning objectives and concluding with Statistical Literacy sections providing a self-check question addressing the core concept, along with answer, followed by an extensive problem set. The text is very easy to read and the authors have provided good motivations for why and how the statistical methods are used. The consensus introductory statistics curriculum is typically presented in three major units: (1) Descriptive statistics and study design (first third of course), (2) Probability and sampling distributions (second third of course), and (3) Statistical inference (final third of course). This text contains no culturally insensitive or offensive content. Instructors will find the many exercises are US-centric. no Poisson distribution, Trials are also called experiments or observa-tions (multiple trials).? Because of the well-structured contents in the textbook, it will be very easy to update it or make changes at any point in time. This textbook offers a fairly comprehensive summary of what should be discussed in an introductory course in Statistics. The normal distribution is central to an introductory course. The Basic Practice of Statistics 7th Edition Moore, David S.; Notz, William I.; Fligner, Michael A. This text does little of that. The content for each learning objective is broken up into smaller pieces allowing for easy adoption within a course. The quality, layout, terminology, sections and overall value of each chapter are all internally consistent. read more. This Introductory Statistics textbook by Shafer and Zhang is no exception. I would suggest the homework exercises be numbered if possible so if a student had a question, it would be an easy reference point. An emerging trend is to make heavy use of computer simulation and even physical simulation techniques to aid learning. The content is current with the traditional, non-randomization, approach to statistical inference. There is no investigation of causal studies. In this definition 'natural phenomena' includes all the ... standard, discipline-specific textbook … The case studies give examples of practical applications of statistical analyses. Topics are well motivated and discussion usually includes useful diagrams or graphs when appropriate. The contents are free of errors. The writing is straightforward and standardized throughout the text and it makes reading easier. The heading section of each chapter is closely tied to topics that are covered. 2. David Lane is an Associate Professor in the Departments of Psychology, Statistics, and Management at the Rice University. Navigation through the parts imported as images is visibly different from navigation through the parts entered as text.,
These questions are a very appealing feature of the text. The statistical formulas and calculations have been used for centuries. The text does not cover bar charts or pie charts. Topics in the text are presented clearly but require a leap of faith on the part of the reader in every instance a new formula is presented.,
The book's cultural relevance comes out in the case studies. These examples need to be corrected to reflect current inclusive teaching strategies. Reviewed by Ilgin Sager, Assistant Professor, University of Missouri - St. Louis on 1/14/19, As the title implies, this is a brief introduction textbook. There is comprehensive hyperlinked glossary. Examples are easy to update, but would benefit from reduction of their count. The organization, in particular the ordering of the topics, is rather standard with a few exceptions. The prose format of definitions and theorems make theoretical concepts accessible to non-math major students. In addition to journal articles and this statistic textbook he has co-authored with V. G. Romanovski (Maribor, Slovenia) a graduate textbook in his research specialty. This book covers all necessary content areas for an introduction to Statistics course for non-math majors. Lane is the principal developer of this resource although many others have made substantial contributions. In Chapter one, we introduce the basic concepts in statistics. Secondly I would recommend the authors to add a table of content and an index to the textbook. The book is organized so well that it would be extremely easy to add new information or modify existing information very easy without disturbing the flow of the content that is currently presented. Each module introduces the topic, has appropriate graphics, illustration or worked example(s) as appropriate and concluding with many exercises. The focus of the text is on concepts and explanation. The Introductory Statistics teacher is no stranger to this challenge. On the other hand BCCampus might consider having the textbook translated into other languages as its contribution.,
The material is completely accurate. Many of the exercises and examples use concepts (SAT scores for example) and data that are best understood within the context of the United States. read more. Neither of the pdf or html versions has an index. I found the contents in the book to accurate and unbiased. The text would be a great resource for students. And like other texts, the authors don't provide as much detail about inference for a proportion as they do about inference for a mean. Using the textbook outside of that geographic context may prove to be a limitation in terms of asking students to grasp an understanding of the problem domain before attempting a statistical solution. A Refresher Course in Mathematics. I'm not sure how well this book would work internationally as many of the examples contain domestic (American) references. The authors have chosen to cover topics in the same order as many other statistics texts. The structure of the text is very consistent. AboutIntroductory Statistics IntroductoryStatisticsis designed for the one-semester, introduction to statistics course and is geared toward students majoringinfieldsotherthanmathorengineering.Thistextassumesstudentshavebeenexposedtointermediatealgebra, and it focuses on the applications of statistical … Terminology is consistant. Lastly there was no set of instruction teaching students how to use technology to perform some of these computations. This can really facilitate learning as making such “refreshers” integral to the new material. In many introductory level courses today, teachers are challenged with the task of fitting in all of the core concepts of the course in a limited period of time. It covers the basic descriptive statistics, probability, and inferential statistics of an introductory course. Explanations of statistical concepts are easy to understand and well motivated. Reviewed by Dabrina Dutcher, Assistant Professor, Bucknell University on 3/4/19, This is a reasonably thorough first-semester statistics book for most classes. The topics are arranged in the standard statistical workflow process of Descriptive/Probability/Inferential/Modeling stages. born. With the advent of computers and software’s, complex statistical analysis can be done very easily. I did not find any offensive cultural language in the textbook. The text book is brokenly into very short sections, almost to a fault. Statistics include numerical facts and figures. It looks like an instructor could skip or reorder sections without there being a problem.,
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