View the Text

View and Download Selected Chapters

Chapter Downloading  
Instructor Concerns    

How to View and Download the Chapters

 To view sections of the book, click on the blue items. Adobe Acrobat  will display  the book, if you have Adobe Acrobat. If you apparently lose the Adobe Acrobat page, it is because it has been minimized. Click on the Acrobat icon at the bottom of the screen, If you do not have Adobe Acrobat, you will be requested to download the software. Close Adobe Acrobat Reader to return to the web Page.

Note: Files are in *.pdf format which is readable by Adobe's Acrobat Reader. You may have an older version of Adobe Acrobat so that your printed copy is hard to read. If so, downloading Adobe Acrobat will give you the latest version and your text should be easy to read.

Once the file is downloaded and you are viewing it, click on 'File' and then click on 'Save as'. If you want to save a section or chapter without viewing it first, hold the 'shift' key and click on the link to the section or chapter. If you wish to save without viewing more than one chapter, it would be best if you 'reloaded' the web page after each save; the "Reload" button is one of the top left buttons in Netscape.

A Listing of those Chapters and Sections Available for Downloading

Outline of the Text

Preface to the Text; this you should definitely read.

If you are interested in examining some sections of representative chapters, please click on the appropriate chapter headings.

Chapter 1: Statistics as Science

Chapter 4: Moments and the Shape of Histograms
Chapter 6: The Theory of Statistics: An Introduction
Chapter 11: Hypothesis Testing: or How to Discriminate Between Two Alternatives
Chapter 15: Retrospective
Appendix A: Mathematical Appendix: Review of Concepts and Conventions

 In addition to the chapters in the text are two supplemental chapters that are contained in *.pdf format in the attached CD. One is on the use of simple non-parametric tests and their motivation is to begin the process of questioning the assumptions of  independence and Normality which play such a key role in the main text. The chapter on Bayesian statistics is unique because the material is developed from Sir Harold Jeffreys efforts to create a meta-language and a procedure for analyzing data that is itself logically consistent, does not prejudge any relationship or property in the cognate discipline, and provides a mechanism for learning from observations in a sequential manner.

One useful way to judge a book is to examine its index; are the topics that one would like to see covered included, how thorough are the cross references, are there topics introduced for the more able and discerning student? To aid you in your review I have included the book's index; Index.

Solutions Manual

If you  are an Instructor and wish to receive the Solutions Manual, please return to the Duxbury website.

Corrections to the 2001 Text

See Corrections

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Instructor Concerns

If you have some concerns about using the text these paragraphs may help. If your query is not answered here, please contact James B. Ramsey (james.ramsey@nyu.edu) by email, he will be happy to discuss the text with you and will consider your suggestions for improving the book. Indeed, if you have any suggestions for improving the book, this web page, or adding to the "internet presence and accessibility" of the text, please contact the author.

Below is a list of some concerns expressed by a few instructors; I hope that my replies are helpful.

1] The text is too difficult for my students.

Probably not so. Examine those sections of the text that relate to concepts with which you have had difficulties in the past. If you make this comparison, you will probably discover that by using this text you will have less difficulty. Let me give a few examples.

· "I cannot teach combinations and permutations."
Examine pages 215-219.

· "My students do not understand 'standardization of variables,' or its purpose."
Examine pages 93-99 and pages 104-105 for an introduction to this important concept.

· "My students have trouble distinguishing an estimator from an estimate."
I cannot provide a single set of pages for this, but the text is written to facilitate the student's ability to distinguish these two concepts. The discussion is simplified by a very careful choice of a consistent set of notational conventions. Parameters are in Greek, random variables in upper case Roman, and observations as well as observed statistics in lower case Roman.

· "I dare not attempt to derive any distribution at all"
In this text every distribution is derived, or at least has an intuitive explanation provided. Choose your favorite distribution in the Contents pages and examine the discussion. In particular, note that the "Labs" provide abundant opportunity for the student to examine each distribution in detail for almost all values of the parameters and to be able to simulate data from each distribution under examination.

Those who have taught from the text have found that, with guidance,  the average student can handle the material successfully.

The key to success is to use your first lab sessions to guide the student through the exercises on algebra and sigma notation which are the two elements that cause the students the most difficulty. The second is to encourage the students to use the exercises and the lab experiments to gain understanding on their own. In the end they will feel much better about the course if they have a sense of mastery of the material and some enjoyment in achieving that mastery.

2] I will get low evaluation scores from the students and as a junior instructor I cannot afford that risk.

You may well get higher evaluations. Student evaluations at the end of a course depend in large part on what the students feel that they have learned and the extent to which their efforts, although above average, were rewarded and enjoyable. We have endeavored to help the instructor by providing a text that is enjoyable for the student. Students are challenged to experiment on their own and to think about the material with respect to circumstances to which they can easily relate. This is one reason why chapter 15, "Retrospective," is so important; it enables students to look back and see what they have learned over the semester. With few exceptions the students will be impressed with what they have mastered and will have confidence in their understanding. That attitude translates into a student response of  "a very challenging course in which I learned a lot, but I had fun doing it. If you have to take statistics, this is the way to do it."

3] I will have to revise my lecture notes and prepare new exercises.

The response to this query is that there are tradeoffs. First, the use of any new text demands a revision of notes and more challenging material will demand more input from the instructor. To offset these factors the book stimulates experimentation by the student and therefore encourages "self learning." Our experience is that students find the book easy to understand given the level of the material covered and that all students agree that the exercises and labs are a tremendous help in mastering the concepts.

4] At my installation I find it difficult and time consuming to get my students onto the computer and by the time they know how to use the university facilities the semester is half over.

With this text these problems are solved. If the student has access to any type of  P.C. with Windows installed, all you need do is to give the student a copy of the book with the enclosed diskette and instruct the student merely to follow the directions in the text. The only assumption made is that the student is familiar with the basics of  using a Windows operating system. There is no need to acquire "computer facility access", to learn a computer language, to know how to down load data; everything that the student will need to use for the exercises is contained completely in the text and on the diskette.

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