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cOntents
Preface xv
Table of Prerequisite Material 1
1 Getting started 2
Focus Problem: Where Have All the Fireflies Gone? 3
1.1 What Is Statistics? 4
1.2 Random Samples 13
1.3 Introduction to Experimental Design 22
Summary 32
Important Words & Symbols 32
Chapter Review Problems 33
Data Highlights: Group Projects 35
Linking Concepts: Writing Projects 36
UsinG technOlOGy 37
2 Organizing data 40
Focus Problem: say It with Pictures 41
2.1 Frequency Distributions, Histograms, and Related Topics 42
2.2 Bar Graphs, Circle Graphs, and Time-Series Graphs 59
2.3 Stem-and-Leaf Displays 69
Summary 78
Important Words & Symbols 78
Chapter Review Problems 79
Data Highlights: Group Projects 82
Linking Concepts: Writing Projects 84
UsinG technOlOGy 85
7 estimation 358
Focus Problem: The Trouble with Wood Ducks 359
7.1 Estimating m When s Is Known 360
7.2 Estimating m When s Is unknown 374
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CONTENTS v
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vi CONTENTS
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
critical thinkinG
Students need to develop critical thinking skills in order to understand and evaluate the limitations
of statistical methods. Understandable Statistics: Concepts and Methods makes students aware of
method appropriateness, assumptions, biases, and justifiable conclusions.
b critical Thinking
CRITICAL THINKING UNUSUAL VALUES Critical thinking is an important
Chebyshev’s theorem tells us that no matter what the data distribution skill for students to develop in or-
looks like, at least 75% of the data will fall within 2 standard deviations der to avoid reaching misleading
of the mean. As we will see in Chapter 6, when the distribution is mound-
shaped and symmetrical, about 95% of the data are within 2 standard
conclusions. The Critical Thinking
deviations of the mean. Data values beyond 2 standard deviations from feature provides additional
the mean are less common than those closer to the mean. clarification on specific concepts
In fact, one indicator that a data value might be an outlier is that it is as a safeguard against incorrect
more than 2.5 standard deviations from the mean (Source: Statistics, by evaluation of information.
G. Upton and I. Cook, Oxford University Press).
UNUSUAL VALUES
For a binomial distribution, it is unusual for the number of successes r to be
higher than m 1 2.5s or lower than m 2.5s.
Interpretation c SOLUTION: Since we want to know the number of standard deviations from the
mean, we want to convert 6.9 to standard z units.
Increasingly, calculators and computers are
used to generate the numeric results of a statisti- x m 6.9 8
cal process. However, the student still needs to z5
s
5
0.5
5 2.20
correctly interpret those results in the context
of a particular application. The Interpretation Interpretation The amount of cheese on the selected pizza is only 2.20 standard devi-
feature calls attention to this important step. ations below the mean. The fact that z is negative indicates that the amount of cheese
Interpretation is stressed in examples, in guided is 2.20 standard deviations below the mean. The parlor will not lose its franchise
exercises, and in the problem sets. based on this sample.
6. Interpretation A campus performance series features plays, music groups, b NEW! critical Thinking and
dance troops, and stand-up comedy. The committee responsible for selecting
the performance groups include three students chosen at random from a pool
Interpretation exercises
of volunteers. This year the 30 volunteers came from a variety of majors. In every section and chapter problem set, Critical Thinking
However, the three students for the committee were all music majors. Does
this fact indicate there was bias in the selection process and that the selection problems provide students with the opportunity to test their
process was not random? Explain. understanding of the application of statistical methods and
7 Critical Thinking Greg took a random sample of size 100 from the population their interpretation of their results. Interpretation problems
of current season ticket holders to State College men’s basketball games. ask students to apply statistical results to the particular
Then he took a random sample of size 100 from the population of current application.
season ticket holders to State College women’s basketball games.
(a)
venience, random) did Greg use to sample from the population of current
season ticket holders to all State College basketball games played by
either men or women?
(b) Is it appropriate to pool the samples and claim to have a random sample of
size 200 from the population of current season ticket holders to all State
College home basketball games played by either men or women? Explain.
vii
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Statistical Literacy
No language, including statistics, can be spoken without learning the vocabulary. Understandable
Statistics: Concepts and Methods introduces statistical terms with deliberate care.
F I G UR E 6 - 1 1
viii
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
statistical literacy
b Important Words
IMPORTANT Section 4.1 Multiplication rules of probability (for & symbols
WORDS & Probability of an event A, P(A) 144 independent and dependent events) 156
SYMBOLS Intuition 144 More than two independent events 161 The Important Words &
Relative frequency 144 Probability of A or B 161
Equally likely outcomes 144 Event A and B 161 Symbols within the Chapter
Law of large numbers 146 Event A or B 161 Review feature at the end of
Statistical experiment 146 Mutually exclusive events 163
Event 146 Addition rules (for mutually exclusive and each chapter summarizes
Simple event 146 general events) 163
More than two mutually exclusive
the terms introduced in the
Sample space 146
Complement of event Ac 148 events 165 Definition Boxes for student
Basic probability rules 168
Section 4.2
review at a glance. Page
Independent events 156 Section 4.3 numbers for first occurrence
Multiplication rule of counting 177
Dependent events 156
Probability of A and B 156 Tree diagram 178 of term are given for easy
Event A | B Factorial notation 181 reference.
Conditional probability 156 Permutations rule 181
P1A | B2 156 Combinations rule 183
linking concepts:
Writing Projects c LINKING CONCEPTS: Discuss each of the following topics in class or review the topics on your own. Then
write a brief but complete essay in which you summarize the main points. Please
WRITING PROJECTS
include formulas and graphs as appropriate.
Much of statistical literacy is the ability 1. What does it mean to say that we are going to use a sample to draw an inference
to communicate concepts effectively. about a population? Why is a random sample so important for this process? If
The Linking Concepts: Writing Projects we wanted a random sample of students in the cafeteria, why couldn’t we just
choose the students who order Diet Pepsi with their lunch? Comment on the
feature at the end of each chapter statement, “A random sample is like a miniature population, whereas samples
tests both statistical literacy and critical that are not random are likely to be biased.” Why would the students who order
thinking by asking the student to express Diet Pepsi with lunch not be a random sample of students in the cafeteria?
their understanding in words. 2. In your own words, explain the differences among the following sampling
-
ter sample, multistage sample, and convenience sample. Describe situations in
which each type might be useful.
30. Expand Your Knowledge: Geometric Mean When data consist of percent-
ages, ratios, growth rates, or other rates of change, the geometric mean is a
useful measure of central tendency. For n data values,
n
Geometric mean 5 1product of the n data values, assuming all data
values are positive
expand Your Knowledge
average growth factor over 5 years of an investment in a mutual
Problems c
Expand Your Knowledge problems present -
optional enrichment topics that go be- metric mean of 1.10, 1.12, 1.148, 1.038, and 1.16. Find the average growth
factor of this investment.
yond the material introduced in a section.
Note that for the same data, the relationships among the harmonic, geomet-
Vocabulary and concepts needed to solve ric, and arithmetic means are harmonic mean geometric mean arithmetic
the problems are included at point-of-use, mean (Source: Oxford Dictionary of Statistics).
expanding students’ statistical literacy.
ix
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
directiOn and PUrPOse
Real knowledge is delivered through direction, not just facts. Understandable Statistics: Concepts
and Methods ensures the student knows what is being covered and why at every step along the
way to statistical literacy.
chapter Preview c
Questions NORMAL CURVES AND SAMPLING
Preview Questions at the beginning
of each chapter give the student a
DISTRIBUTIONS
taste of what types of questions can
be answered with an understanding
of the knowledge to come.
PREVIEW QUESTIONS
What are some characteristics of a normal distribution? What does the em-
pirical rule tell you about data spread around the mean? How can this
information be used in quality control? (SECTION 6.1)
Can you compare apples and oranges, or maybe elephants and butterflies? In
most cases, the answer is no—unless you first standardize your measurements.
What are a standard normal distribution and a standard z score? (SECTION 6.2)
How do you convert any normal distribution to a standard normal distribution?
How do you find probabilities of “standardized events”? (SECTION 6.3)
As humans, our experiences are finite and limited. Consequently, most of the im-
portant decisions in our lives are based on sample (incomplete) information.
What is a probability sampling distribution? How will sampling distributions
help us make good decisions based on incomplete information? (SECTION 6.4)
There is an old saying: All roads lead to Rome. In statistics, we could recast this
saying: All probability distributions average out to be normal distributions (as
the sample size increases). How can we take advantage of this in our study of
sampling distributions? (SECTION 6.5)
The binomial and normal distributions are two of the most important probability
Dana White/PhotoEdit
distributions in statistics. Under certain limiting conditions, the binomial can
be thought to evolve (or envelope) into the normal distribution. How can
you apply this concept in the real world? (SECTION 6.6)
Many issues in life come down to success or failure. In most cases, we will not be
FOCUS PROBLEM successful all the time, so proportions of successes are very important. What is
the probability sampling distribution for proportions? (SECTION 6.6)
Benford’s Law: The Importance of Being Number 1
Benford’s Law states that in a wide variety
of circumstances, numbers have “1” as their
first nonzero digit disproportionately often.
Benford’s Law applies to such diverse top-
ics as the drainage areas of rivers; properties
of chemicals; populations of towns; figures
in newspapers, magazines, and government
reports; and the half-lives of radioactive
atoms!
leading digit of 1.
from large bodies of numerical records such
i. Test the claim that p is more than 0.301. Use a 5 0.01.
ii. If p is in fact larger than 0.301, it would seem there are too many num-
Focus Points c
Each section opens with bul-
leted Focus Points describing
the primary learning objec-
tives of the section.
b looking Forward
L O O K I NG FO RWA RD This feature shows students where the presented material will be used
later. It helps motivate students to pay a little extra attention to key
In later chapters we will use information based topics.
on a sample and sample statistics to estimate
population parameters (Chapter 7) or make
decisions about the value of population param-
eters (Chapter 8).
CHAPTER REVIEW
In this chapter, you’ve seen that statistics is the • Sampling strategies, including simple random,
SUMMARY study of how to collect, organize, analyze, and -
interpret numerical information from popula- nience. Inferential techniques presented in this
tions or samples. This chapter discussed some text are based on simple random samples.
of the features of data and ways to collect data. • Methods of obtaining data: Use of a census,
In particular, the chapter discussed simulation, observational studies, experi-
• Individuals or subjects of a study and the vari- ments, and surveys
ables associated with those individuals • Concerns: Undercoverage of a population,
• - nonresponse, bias in data from surveys and
tive, and levels of measurement of data other factors, effects of confounding or lurk-
• Sample and population data. Summary ing variables on other variables, generaliza-
measurements from sample data are called tion of study results beyond the population of
statistics, and those from populations are the study, and study sponsorship
called parameters.
▲ chapter summaries
The Summary within each Chapter Review feature now also appears in bulleted
form, so students can see what they need to know at a glance.
xi
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
real-WOrld skills
Statistics is not done in a vacuum. Understandable Statistics: Concepts and Methods gives stu-
dents valuable skills for the real world with technology instruction, genuine applications, actual
data, and group projects.
Med = 221.5
Excel 2010 Does not produce box-and-whisker plot. However, each value of the
Home ribbon, click the Insert Function
fx. In the dialogue box, select Statistical as the category and scroll to Quartile. In
the dialogue box, enter the data location and then enter the number of the value you
USING TECHNOLOGY Minitab Press Graph ➤ Boxplot. In the dialogue box, set Display to IQRange Box.
Binomial Distributions -
Although tables of binomial probabilities can be found in priate subtraction of probabilities, rather than addition of
most libraries, such tables are often inadequate. Either the
value of p (the probability of success on a trial) you are 3 to 7 easier.
looking for is not in the table, or the value of n (the number 3. Estimate the probability that Juneau will have at most 7
of trials) you are looking for is too large for the table. In clear days in December.
4. Estimate the probability that Seattle will have from 5 to
b REVISED!
Chapter 6, we will study the normal approximation to the
binomial. This approximation is a great help in many prac- 10 (including 5 and 10) clear days in December.
5. Estimate the probability that Hilo will have at least 12
using Technology
tical applications. Even so, we sometimes use the formula
clear days in December.
for the binomial probability distribution on a computer or
6. Estimate the probability that Phoenix will have 20 or
Further technology instruction
graphing calculator to compute the probability we want.
more clear days in December. is available at the end of each
Applications 7. Estimate the probability that Las Vegas will have from
20 to 25 (including 20 and 25) clear days in December. chapter in the using Technology
The following percentages were obtained over many years
of observation by the U.S. Weather Bureau. All data listed Technology Hints
section. Problems are presented
are for the month of December.
TI-84Plus/TI-83Plus/TI-nspire (with TI-84 with real-world data from a vari-
Long-Term Mean % Plus keypad), Excel 2010, Minitab ety of disciplines that can
Location of Clear Days in Dec.
Juneau, Alaska 18%
be solved by using TI-84Plus and
for binomial distribution functions on the TI-84Plus/
Seattle, Washington 24% TI-83Plus/TI-nspire (with TI-84Plus keypad) calculators, TI-nspire (with TI-84Plus keypad)
Hilo, Hawaii 36% Excel 2010, and Minitab. and TI-83Plus calculators,
Honolulu, Hawaii
Las Vegas, Nevada
60%
75%
SPSS Microsoft Excel 2010, and
Phoenix, Arizona 77%
In SPSS, the function PDF.BINOM(q,n,p) gives the prob-
ability of q successes out of n trials, where p is the prob-
Minitab.
Adapted from Local Climatological Data, U.S. Weather Bureau publication, “Normals, ability of success on a single trial. In the data editor, name
Means, and Extremes” Table. a variable r and enter values 0 through n. Name another
In the locations listed, the month of December is a rela- variable Prob_r. Then use the menu choices Transform ➤
tively stable month with respect to weather. Since weather Compute. In the dialogue box, use Prob_r for the target
patterns from one day to the next are more or less the same, variable. In the function group, select PDF and Noncentral
it is reasonable to use a binomial probability model. PDF. In the function box, select PDF.BINOM(q,n,p). Use
1. Let r be the number of clear days in December. Since the variable r for q and appropriate values for n and p. Note
December has 31 days, 0 r 31. Using appropriate that the function CDF.BINOM(q,n,p), from the CDF and
Noncentral CDF group, gives the cumulative probability of
the probability P(r) for each of the listed locations when 0 through q successes.
r 5 0, 1, 2, . . . , 31.
2. For each location, what is the expected value of the
probability distribution? What is the standard deviation?
xii
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
real-WOrld skills
b UPDATED! Applications
Real-world applications are used from
the beginning to introduce each statisti-
cal process. Rather than just crunching
numbers, students come to appreciate
the value of statistics through relevant
examples.
Most exercises in each section c detectable) at m 5 3.15 mA with standard deviation s 5 1.45 mA. Assume that
are applications problems. the distribution of threshold pain, measured in milliamperes, is symmetrical and
more or less mound-shaped. Use the empirical rule to
(a) estimate a range of milliamperes centered about the mean in which about
68% of the experimental group had a threshold of pain.
(b) estimate a range of milliamperes centered about the mean in which about
95% of the experimental group had a threshold of pain.
12. Control Charts: Yellowstone National Park Yellowstone Park Medical
Services (YPMS) provides emergency health care for park visitors. Such
health care includes treatment for everything from indigestion and sunburn
to more serious injuries. A recent issue of Yellowstone Today (National Park
Service Publication) indicated that the average number of visitors treated
each day by YPMS is 21.7. The estimated standard deviation is 4.2 (summer
data). The distribution of numbers treated is approximately mound-shaped
and symmetrical.
(a) For a 10-day summer period, the following Data
b data Highlights:
show the number of visi-
tors treated each day by YPMS: Group Projects
Day 1 using
5 Group
26 7Projects,
3 8 students
49 10 gain
Number treated 25 experience
20 24 working
19 30 17 19 with16others
15 23 by
discussing a topic, analyzing data,
Make a control chart for the daily numberandofcollaborating
visitors treatedtobyformulate
YPMS, their
response
and plot the data on the control chart. Do the data to the questions
indicate posed in
that the num-
ber of visitors treated by YPMS is “in control”? Explain your answer.
the exercise.
(b) For another 10-day summer period, the following data were obtained:
Day 1 2 3 4 5 6 7 8 9 10
Number treated 20 15 12 21 24 28 32 36 35 37
Make a control chart, and plot the data on the chart. Interpretation Do
the data indicate that the number of visitors treated by YPMS is “in con-
trol” or “out of control”? Explain your answer. Identify all out-of-control
signals by type (I, II, or III). If you were the park superintendent, do you
think YPMS might need some (temporary) extra help? Explain.
xiii
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
MakinG the JUMP
Get to the “aha!” moment faster. Understandable Statistics: Concepts and Methods provides the
push students need to get there through guidance and example.
b Procedures and
PROCEDURE
requirements
Procedure display boxes
HOW TO TEST M WHEN S IS KNOWN
summarize simple step-by-
Requirements step strategies for carrying
Let x be a random variable appropriate to your application. Obtain a simple out statistical procedures and
random sample (of size n) of x values from which you compute the sample methods as they are introduced.
mean x s is already known (perhaps from a previous study). If Requirements for using the
you can assume that x has a normal distribution, then any sample size n will procedures are also stated.
work. If you cannot assume this, then use a sample size n 30. Students can refer back to these
Procedure boxes as they practice using the
1. In the context of the application, state the null and alternate hypotheses procedures.
and set the a.
2. Use the known s, the sample size n, the value of x from the sample, and m
from the null hypothesis to compute the standardized sample test statistic.
x m
z5
s
1n
3. Use the standard normal distribution and the type of test, one-tailed
P-value corresponding to the test statistic.
4. Conclude the test. If P-value a, then reject H0. If P-value 7 a, then
do not reject H0.
5. Interpret your conclusion in the context of the application.
Guided exercises c
Students gain experience with new
procedures and methods through
Guided Exercises. Beside each
problem in a Guided Exercise, a
completely worked-out solution ap-
pears for immediate reinforcement.
xiv
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Preface
Welcome to the exciting world of statistics! We have written this text to make statistics
accessible to everyone, including those with a limited mathematics background. Statistics
affects all aspects of our lives. Whether we are testing new medical devices or determin-
ing what will entertain us, applications of statistics are so numerous that, in a sense, we
are limited only by our own imagination in discovering new uses for statistics.
overvIeW
The eleventh edition of Understandable Statistics: Concepts and Methods continues to
emphasize concepts of statistics. Statistical methods are carefully presented with a fo-
cus on understanding both the suitability of the method and the meaning of the result.
Statistical methods and measurements are developed in the context of applications.
Critical thinking and interpretation are essential in understanding and evaluating
information. Statistical literacy is fundamental for applying and comprehending
statistical results. In this edition we have expanded and highlighted the treatment
of statistical literacy, critical thinking, and interpretation.
We have retained and expanded features that made the first 10 editions of the
text very readable. Definition boxes highlight important terms. Procedure displays
summarize steps for analyzing data. Examples, exercises, and problems touch on
applications appropriate to a broad range of interests.
The eleventh edition continues to have extensive online support. Online home-
work powered by a choice of Enhanced WebAssign or Aplia™ is now available
through CengageBrain.com. Instructional videos are available on DVD. The compan-
ion web site at http://www.cengage.com/statistics/brase11e contains more than 100
data sets (in Microsoft Excel, Minitab, SPSS, and TI-84Plus/TI-83Plus/TI-nspire with
TI-84Plus keypad ASCII file formats), technology guides, lecture aids, a glossary, and
statistical tables.
New for the eleventh edition, available via Aplia™, is MindTap™ Reader, Cengage
Learning’s next-generation eBook. MindTap Reader provides robust opportunities for
students to annotate, take notes, navigate, and interact with the text (e.g., ReadSpeaker).
Annotations captured in MindTap Reader are automatically tied to the Notepad app,
where they can be viewed chronologically and in a cogent, linear fashion. Instructors
also can edit the text and assets in the Reader as well as add videos or URLs. Go to http://
www.cengage.com/mindtap for more information.
xv
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xvi PREFACE
a computer or calculator display are meaningless unless the user knows how to in-
terpret the results and if the statistical process is appropriate. This text helps students
determine whether or not a statistical method or process is appropriate. It helps stu-
dents understand what a statistic measures. It helps students interpret the results of a
confidence interval, hypothesis test, or liner regression model.
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
PREFACE xvii
discussed, with new functions such as the inverse t distribution and the chi-square
goodness of fit test described. One convenient feature of the operating system is that
it provides on-screen prompts for inputs required for many probability and statistical
functions. This operating system is already on new TI-84Plus/TI-83Plus calculators
and is available for download to older calculators at the Texas Instruments web site.
coNTINuING coNTeNT
Introduction of Hypothesis Testing using P-values
In keeping with the use of computer technology and standard practice in research,
hypothesis testing is introduced using P-values. The critical region method is still
supported but not given primary emphasis.
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xviii PREFACE
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
PREFACE xix
and 9.2) can be presented any time after Chapter 3. However, inference topics
involving predictions, the correlation coefficient r, and the slope of the least-
squares line b require an introduction to confidence intervals (Sections 7.1 and
7.2) and hypothesis testing (Sections 8.1 and 8.2).
• Probability. For courses requiring minimal probability, Section 4.1 (What Is
Probability?) and the first part of Section 4.2 (Some Probability Rules—Compound
Events) will be sufficient.
AcKNoWleDGmeNTs
It is our pleasure to acknowledge the prepublication reviewers of this text. All of their
insights and comments have been very valuable to us. Reviewers of this text include:
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xx PREFACE
We would especially like to thank Roger Lipsett for his careful accuracy review
of this text. We are especially appreciative of the excellent work by the editorial and
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plaquée, je m’en fiche, y a pas que lui sur la terre… Et puis… j’cause
pus aux hommes !…
Bertha criait à un monsieur âgé en chapeau haut de forme :
« Bonjour, vieux satyre ! t’en as du fiel ! » Et elle filait. Elle était à
rigoler avec des étudiants.
Là-dessus — il était minuit — « on met les voiles, les amis ? »
disait l’Escalope, et on sortait du bal. On redescendait par la rue
Lepic, bras dessus, bras dessous, en chantant en chœur. On
s’arrêtait un peu au bar de la rue Lepic, et on rentrait se coucher,
chacun avec sa petite femme.
… Ainsi passèrent le joli mois de mai et le beau mois de juin. Le
travail marchait tout seul, maintenant, si bien que Sophie ne
descendait plus que l’après-midi, jamais le soir. Et par ce beau
temps, avec la certitude de trouver tout de suite quelqu’un, c’était
presqu’un plaisir de faire le boulevard. Il y avait foule, beaucoup
d’étrangers. On n’avait qu’à se montrer pour être choisie. Tous les
jours, Sophie remontait avec trente-cinq, quarante, vingt francs. Pas
souvent vingt. Totote aussi tenait une bonne série. Les hommes
étaient contents. L’aisance et le bonheur régnaient dans les foyers.
Dans ces moments-là, on trouve qu’il vaut mieux avoir une petite
femme qu’une maison de banque : on a moins de responsabilités.
Les dimanches d’été, on allait au bal de l’Artilleur, à la Jatte. Là,
c’est famille. Dans toute l’île, des gosses montent et redescendent
les talus en courant, les balançoires volent dans les arbres, des
jeunes filles courent, rouges et excitées, dans une odeur de crêpes
et de frites. Un chien mouillé aboie sur la berge, tandis que, dans
une barque qui suit le fil de la rivière, une femme, avec des jeunes
gens, rit aux éclats, parce qu’elle essaie de ramer. On entend la
cliquette d’un marchand de plaisir.
A l’Artilleur, c’est deux sous la danse. On s’en donnait tant qu’on
pouvait. Et on revenait le soir, après avoir dîné au bord de l’eau…
Au mois d’août, le boulevard était vide. Il n’y avait plus rien à faire
à Paris. L’Escalope et la Turque partirent aux bains de mer. Ils
s’installèrent au Tréport. Sophie se rappelait ce que lui avait dit P’tit-
Jy : c’est vrai que la mer, ce n’était pas beau… L’Escalope, qui
n’avait pas de copains, ne savait pas quoi faire, pendant que sa
femme travaillait. D’abord il dormit toute la journée. Et puis ça
l’embêta. Alors il se remit à faire un peu le camelot. Cela rendait
bien, surtout le dimanche, avec les trains de plaisir…
On revint à Paris vers le milieu de septembre. Mais maintenant la
Turque et l’Escalope s’entendaient moins bien. D’abord, il y avait
cinq mois déjà qu’on était ensemble. Et puis, l’Escalope avait peut-
être eu tort de travailler, au bord de la mer. A présent, Sophie
trouvait qu’il pouvait bien gagner aussi ; elle ne voulait plus le nourrir
à rien faire. Il avait perdu de son prestige ; elle, au contraire, elle
avait pris de l’assurance. Ce qui fait que, maintenant, il ne l’avait
plus à la bonne tous les jours. Des fois, il fichait des gifles à Fifi. A
présent, elle ne lui remettait plus tout son pèze, elle planquait. Il s’en
aperçut, il devint sévère ; elle eut des marques… Et puis maintenant,
il regardait les femmes ; ça énervait Sophie, aussi.
Un jour, l’Escalope était descendu au boulevard ; il ne remonta
pas. L’agent l’avait fait. Ce n’était rien, sauf pour son orgueil…
Seulement, il arriva qu’on lui ressortit une vieille histoire, je ne sais
pas quoi, un coup, il y avait dix-huit mois, à Neuilly. Avec ce M.
Bertillon, c’est jamais fini ! Paraît qu’on recherchait l’Escalope pour
ça. Fallait qu’on lui en veuille !… Enfin, il en prit pour trois ans.
Cela attrista un peu la Turque. Trois ans ! Pauvre l’Escalope ! Il
n’était pas méchant gars, au fond… Mais tout de même, elle en avait
plein le dos d’un homme. P’tit-Jy avait raison. Elle poussa un soupir
de soulagement… Et aux propositions :
« Non, messieurs, je vais vivre seule », répondit-elle.
Ils faisaient :
« A ton aise, Thérèse ! »
IV