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DESCRIPTION
Introductory Statistics, 9th Edition is written for a one or two semester first course
in applied statistics and is intended for students who do not have a strong
background in mathematics. The only prerequisite is knowledge of elementary
algebra. Introductory Statistics is known for its realistic examples and exercises,
clarity and brevity of presentation, and soundness of pedagogical approach.

1. Title Page
2. Copyright Page
3. Dedication
4. Preface
5. Acknowledgments
6. Contents
7. CHAPTER 1 Introduction
8. 1.1 Statistics and Types of Statistics
9. Case Study 1–1 2014 Lobbying Spending by Selected Companies
10. Case Study 1–2 Americans Life Outlook, 2014
11. 1.2 Basic Terms
12. 1.3 Types of Variables
13. 1.4 Cross-Section Versus Time-Series Data
14. 1.5 Population Versus Sample
15. 1.6 Design of Experiments
16. 1.7 Summation Notation
17. Uses and Misuses
18. Glossary
19. Supplementary Exercises
20. Advanced Exercises
21. Self-Review Test
22. Technology Instructions
23. Technology Assignments
24. CHAPTER 2 Organizing and Graphing Data
25. 2.1 Organizing and Graphing Qualitative Data
26. Case Study 2–1 Ideological Composition of the U.S. Public, 2014
27. Case Study 2–2 Millennials’ Views on Their Level of Day-to-Day Banking Knowledge
28. 2.2 Organizing and Graphing Quantitative Data
29. Case Study 2–3 Car Insurance Premiums per Year in 50 States
30. Case Study 2–4 Hours Worked in a Typical Week by Full-Time U.S. Workers
31. Case Study 2–5 How Many Cups of Coffee Do You Drink a Day?
32. 2.3 Stem-and-Leaf Displays
33. 2.4 Dotplots
34. Uses and Misuses
35. Glossary
36. Supplementary Exercises
37. Advanced Exercises
38. Self-Review Test
39. Technology Instructions
40. Technology Assignments
41. CHAPTER 3 Numerical Descriptive Measures
42. 3.1 Measures of Center for Ungrouped Data
43. Case Study 3–1 2013 Average Starting Salaries for Selected Majors
44. Case Study 3–2 Education Level and 2014 Median Weekly Earnings
45. 3.2 Measures of Dispersion for Ungrouped Data
46. 3.3 Mean, Variance, and Standard Deviation for Grouped Data
47. 3.4 Use of Standard Deviation
48. Case Study 3–3 Does Spread Mean the Same as Variability and Dispersion?
49. 3.5 Measures of Position
50. 3.6 Box-and-Whisker Plot
51. Uses and Misuses
52. Glossary
53. Supplementary Exercises
54. Advanced Exercises
55. Appendix 3.1
56. Self-Review Test
57. Technology Instructions
58. Technology Assignments
59. CHAPTER 4 Probability
60. 4.1 Experiment, Outcome, and Sample Space
61. 4.2 Calculating Probability
62. 4.3 Marginal Probability, Conditional Probability, and Related Probability Concepts
63. Case Study 4–1 Do You Worry About Your Weight?
64. 4.4 Intersection of Events and the Multiplication Rule
65. 4.5 Union of Events and the Addition Rule
66. 4.6 Counting Rule, Factorials, Combinations, and Permutations
67. Case Study 4–2 Probability of Winning a Mega Millions Lottery Jackpot
68. Uses and Misuses
69. Glossary
70. Supplementary Exercises
71. Advanced Exercises
72. Self-Review Test
73. Technology Instructions
74. Technology Assignments
75. CHAPTER 5 Discrete Random Variables and Their Probability Distributions
76. 5.1 Random Variables
77. 5.2 Probability Distribution of a Discrete Random Variable
78. 5.3 Mean and Standard Deviation of a Discrete Random Variable
79. Case Study 5–1 All State Lottery
80. 5.4 The Binomial Probability Distribution
81. 5.5 The Hypergeometric Probability Distribution
82. 5.6 The Poisson Probability Distribution
83. Case Study 5–2 Global Birth and Death Rates
84. Uses and Misuses
85. Glossary
86. Supplementary Exercises
87. Advanced Exercises
88. Self-Review Test
89. Technology Instructions
90. Technology Assignments
91. CHAPTER 6 Continuous Random Variables and the Normal Distribution
92. 6.1 Continuous Probability Distribution and the Normal Probability Distribution
93. Case Study 6–1 Distribution of Time Taken to Run a Road Race
94. 6.2 Standardizing a Normal Distribution
95. 6.3 Applications of the Normal Distribution
96. 6.4 Determining the z and x Values When an Area Under the Normal Distribution
Curve Is Known
97. 6.5 The Normal Approximation to the Binomial Distribution
98. Uses and Misuses
99. Glossary
100. Supplementary Exercises
101. Advanced Exercises
102. Appendix 6.1
103. Self-Review Test
104. Technology Instructions
105. Technology Assignments
106. CHAPTER 7 Sampling Distributions
107. 7.1 Sampling Distribution, Sampling Error, and Nonsampling Errors
108. 7.2 Mean and Standard Deviation of x
109. 7.3 Shape of the Sampling Distribution of x
110. 7.4 Applications of the Sampling Distribution of x
111. 7.5 Population and Sample Proportions; and the Mean, Standard Deviation,
and Shape of the Sampling D
112. 7.6 Applications of the Sampling Distribution of p
113. Uses and Misuses
114. Glossary
115. Supplementary Exercises
116. Advanced Exercises
117. Self-Review Test
118. Technology Instructions
119. Technology Assignments
120. CHAPTER 8 Estimation of the Mean and Proportion
121. 8.1 Estimation, Point Estimate, and Interval Estimate
122. 8.2 Estimation of a Population Mean: σ Known
123. Case Study 8–1 Annual Salaries of Registered Nurses, 2014
124. 8.3 Estimation of a Population Mean: σ Not Known
125. 8.4 Estimation of a Population Proportion: Large Samples
126. Case Study 8–2 Americans’ Efforts to Lose Weight Still Trail Desires
127. Uses and Misuses
128. Glossary
129. Supplementary Exercises
130. Advanced Exercises
131. Self-Review Test
132. Technology Instructions
133. Technology Assignments
134. CHAPTER 9 Hypothesis Tests About the Mean and Proportion
135. 9.1 Hypothesis Tests: An Introduction
136. 9.2 Hypothesis Tests About µ: σ Known
137. Case Study 9–1 Average Student Loan Debt for the Class of 2013
138. 9.3 Hypothesis Tests About µ: σ Not Known
139. 9.4 Hypothesis Tests About a Population Proportion: Large Samples
140. Case Study 9–2 Are Upper-Income People Paying Their Fair Share in Federal
Taxes?
141. Uses and Misuses
142. Glossary
143. Supplementary Exercises
144. Advanced Exercises
145. Self-Review Test
146. Technology Instructions
147. Technology Assignments
148. CHAPTER 10 Estimation and Hypothesis Testing: Two Populations
149. 10.1 Inferences About the Difference Between Two Population Means for
Independent Samples: σ1 and
150. 10.2 Inferences About the Difference Between Two Population Means for
Independent Samples: σ1 and
151. 10.3 Inferences About the Difference Between Two Population Means for
Independent Samples: σ1 and
152. 10.4 Inferences About the Mean of Paired Samples (Dependent Samples)
153. 10.5 Inferences About the Difference Between Two Population Proportions
for Large and Independent Sa
154. Uses and Misuses
155. Glossary
156. Supplementary Exercises
157. Advanced Exercises
158. Self-Review Test
159. Technology Instructions
160. Technology Assignments
161. CHAPTER 11 Chi-Square Tests
162. 11.1 The Chi-Square Distribution
163. 11.2 A Goodness-of-Fit Test
164. Case Study 11–1 Are People on Wall Street Honest and Moral?
165. 11.3 A Test of Independence or Homogeneity
166. 11.4 Inferences About the Population Variance
167. Uses and Misuses
168. Glossary
169. Supplementary Exercises
170. Advanced Exercises
171. Self-Review Test
172. Technology Instructions
173. Technology Assignments
174. CHAPTER 12 Analysis of Variance
175. 12.1 The F Distribution
176. 12.2 One-Way Analysis of Variance
177. Uses and Misuses
178. Glossary
179. Supplementary Exercises
180. Advanced Exercises
181. Self-Review Test
182. Technology Instructions
183. Technology Assignments
184. CHAPTER 13 Simple Linear Regression
185. 13.1 Simple Linear Regression
186. Case Study 13–1 Regression of Weights on Heights for NFL Players
187. 13.2 Standard Deviation of Errors and Coefficient of Determination
188. 13.3 Inferences About B
189. 13.4 Linear Correlation
190. 13.5 Regression Analysis: A Complete Example
191. 13.6 Using the Regression Model
192. Uses and Misuses
193. Glossary
194. Supplementary Exercises
195. Advanced Exercises
196. Self-Review Test
197. Technology Instructions
198. Technology Assignments
199. APPENDIX A Explanation of Data Sets
200. APPENDIX B Statistical Tables
201. ANSWERS TO SELECTED ODD-NUMBERED EXERCISES AND SELF-REVIEW
TESTS
202. INDEX
203. Key Formulas
204. Standard Normal Distribution Table
205. The t Distribution Table
206. EULA
Other documents randomly have
different content
fist. So one may say that a man does not kneel because he is
reverent; he is reverent because he kneels. What power ritual has
needs no further demonstration than that afforded by the Society of
Friends. What ritual surpasses in power that of the Quaker meeting-
house? What vestments have given color and form to character
more effectually than the old-fashioned Quaker garb? If we wish our
children to have the spirit of courtesy, we insist that they acquire the
habit of speaking politely. If we wish them to have the spirit of
reverence—there is no knowing what we shall do, for most of us are
very human and irrational.
That is the reason why we shall probably be careless in considering
the question of church attendance. There are some of us, perhaps,
who have the sense to give an intelligent answer to the question,
Why don't you have your children go to church? There is only one
rational answer to that question. It might be put into some such
form as this: "I have no special objection to churches. They are
useful. So are free libraries. People who have no books at home find
free libraries a great benefit; but my family have at home all the
books they need. So people who are not well supplied with religion
derive undoubted benefit from churches; but my family have at
home all the religion they need. The community would be about as
well off without any churches as it is with the churches it has. If no
other charity seems more important, I am willing to contribute to a
church as I might to a free library; but really I see no reason why I
should go to church myself, or expect my children to go." That is a
rational answer. I know of no other answer essentially different that
could be called rational. An equally rational answer can be given to
the other question, Why do you require your children to go to
church? It might be put in these words: "A church of some kind is
essential to the welfare of this community. Without any church, even
the value of real estate in this place would enormously depreciate.
That shows how everybody recognizes the church as a conservator
of social morality. In this respect the church stands alone. The
sermons may be nearly as dull as those which I have to preach to
my children; the music may be even less entertaining; but the
congregation represents as no other body of people the moral sense
of the community. Besides that, the church is the only expression of
religion as something not merely individual but also organic.
Inasmuch as the church cannot be a church without a congregation,
I am obliged, if I believe all this, to take my share in maintaining the
existence of that congregation. And since the responsibility for
seeing that my children take their share cannot be put upon them, it
rests upon me. As a consequence, they no more question why they
go to church than they question why they go to meals. They are not
being entertained; they are not primarily even being instructed. For
that reason it is not necessary, though it may be advantageous, for
them to understand the sermon. They are forming a habit. On much
the same grounds I am acquainting them with the Bible. What they
store in their memory now they need not understand till later. There
is a time for learning by heart; there is a time for understanding. I
no more propose to postpone my children's practice in religious
observances until they reach the age of discretion, than I propose to
postpone their practice in being honest or in learning their five-finger
exercises." That answer, like the other, is rational.
A part of ritual is the observance of days and seasons. To this phase
of religion we may expect children to be sensitive. Paul's mother
came into the nursery one Sunday afternoon.
"What are you doing?"
"Studying."
Paul's mother was surprised.
"We try to keep Sunday different from other days. After this we shall
understand that you are not to study on Sundays."
A little more than two weeks later, Paul came home from school.
"Sammy is a funny boy," he remarked.
Sammy is a schoolmate.
"What has he done?" inquired Paul's mother.
"Why, Sammy gets his lessons on Sunday."
Two Sundays had sufficed for the establishment of a tradition in
religion so complete that a violation of it seemed grotesque.
In regard to the observance of Sunday, one household has reversed
the traditional rule. The ritual characteristic of that family originated
in a bachelor uncle's remark. He recalled how alluring were those
books which had been forbidden him, as a boy, on Sunday, and how
gray a day Sunday was because those books were proscribed. He
advocated the plan of selecting certain interesting books, which
would be forbidden on week-days. In other words, he would remove
the ban from Sundays, and put it on the other six days. His plan was
adopted. Certain delights, including several volumes of stories from
the Bible, were confined to Sunday. In consequence, Bible stories
are in great favor, and Sunday is a day of privilege. In that
household the ritual of Sunday observance is a ritual of liberty.
Besides wonder and ritual, there is a factor in religion on which
children seize. We may call it hero-worship. Others, following the
lead of psychologists, might prefer to name it imitation. As the
children of a certain family gather to look at Bible pictures, they are
prone to ask of any group of people depicted, "Are those people
good?" Reverence for what to them is an ideal may come later than
wonder or ritual, but it is sure to come in time to all children. Those
parents who are ready to take their children as they are and to help
the growth of the spirit as they help the growth of the body incur
the peril of always seeing in this reverence a searching inquisition of
their own lives. The nearest objects of hero-worship that a child has
are his parents. This fact may raise a disturbing inquiry: Shall they
puzzle him by setting forth two ideals of fatherhood, one
incorporated in themselves, the other involved in their
representation of the character of God? Shall they confuse the mind
of the child by setting up two inconsistent standards of human
service, their own lives and what they tell him of the life of Jesus of
Nazareth? This dilemma of course is avoided by such parents as hold
either of those comfortable theories, that religion is a theology and
that religion is a luxury. In the one case such questions are not
pertinent; in the other they are unimportant. If, however, we
understand religion to be a mode of life, we may find such questions
as these driving us into an uncomfortable corner. They seem to
compel us to pose as exhorter and pattern, and to force on us a
paralyzing self-consciousness. Perhaps it will not harm us to be
occasionally reminded of the fact that we cannot expect our children
to become altogether different from what we are determined to be;
but to be always composing precepts and assuming the attitude of
examples seems to be but a feeble part to play. Happily, we need
not confine our children to the contemplation of ourselves. There are
many who, if we but let them, may share with us the burden of our
children's imitativeness. And here comes our reward, if we have
cultivated their imagination. We may be a bit stingy ourselves; but if
we covet generosity for our children, we can let Abram make the
suggestion. We may cherish our own resentments; but if we want
our children to despise theirs, we can let them join that group that
heard Peter bidden to put up his sword. Whatever may happen to us
in the process will probably do us no hurt. We may find another
illustration of that which we encountered at the beginning, that the
principal part in the training of our children is the training of
ourselves. This may have meant to us, when we started on our
course, that the training of ourselves was simply the preparation for
the training of our children. By this time we shall have discovered
that it is not so much a preparation as an outcome. This art of being
a parent is an art of give and take. If it is more blessed to give, as
the Lord said, it is, as far as parents are concerned, quite as
obligatory to receive. As much, at least, as this is the implication in
one thing that our Lord did. Whether he ever instructed a child in
the faith we do not know; we have not been told. What has been
told is that when he wished to show his disciples—among them
some parents, we may surmise—what religion was, he took a child
and set him in the midst of them.
*** END OF THE PROJECT GUTENBERG EBOOK ON THE TRAINING
OF PARENTS ***

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