Review Essentials of Statistics (3rd Edition) – Sale and Discount

Essentials of Statistics (3rd Edition) Reviewed

This book was specified for my introductory course in statistics at IPFW. From a well seasoned reader’s point of view, this book was very well written. When I write about a well-written textbook, I’m not just talking about how the information flows as you read. The text is written so that the reader can understand the concepts and follow along with the author’s thinking. All odd problems are answered in the back of the book. You couldn’t ask for a better statistics textbook. R. Glidewell – Fort Wayne, IN.

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Essentials of Statistics (3rd Edition) Overview

Essentials of Statistics,Third Edition is the ideal text for instructors who want a more economical and streamlined text for their introductory statistics course. Drawn from Triola’s Elementary Statistics, Tenth Edition, this text provides the same student-friendly approach with material presented in a real-world context.

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Best Buy Essentials of Statistics (3rd Edition) :Customer Reviews

Not as expected. It is hardly used. I guess used by at least 10 students. – Bill –
Not as expected. It is hardly used. I guess used by at least 10 students. According to my experience, you might see an other seller for this specific book.

wonderful surprise – simo –
ordered the book paid for expedited shipping, received it in a timely manner, the book was also in great shape, no markings on the inside just as advertised. good buy

Author Should Take His Own Advice – Wanderling – Ohio
While this author has written a highly usable textbook, the means in which he accomplishes this his goals are questionable, and suggests a certain personal agenda. Having just reviewed some of the chapters in the book in preparation for assisting someone in a class which is utilizing the text, I was dismayed to see the author using examples from “real-life” without conveying the “real facts”. I was further troubled to note that several of these examples present a slanted bias towards certain liberal personal views, while treating the information presented as gospel. This leaves students with the impression that the facts presented are true, and thus provokes an emotion or belief on the part of the student.

The author routinely suggests that the student consider the source of the date provided, the validity of that data, and the means in which the data is analyzed and presented. All the while, the author leads students to reach a conclusion which is often emotional and/or faulty. As someone with a legal background, I found Chapter 5 particularly egregious. The facts presented are inaccurate, i.e.: 80% of the POPULATION were of a particular ethnic background, NOT 80% of the REGISTERED VOTERS from which a jury pool could be drawn from; the case was primarily decided on an error made by the state (failure to employ or present), rather than won on the statistics presented; the case presented does not take into account numerous statistical variables which would have influenced the composition of the pool; and, it fails to state that the case was from the early 1970’s (rather than a recent episode of social injustice, as implied).

My student was initially outraged at the idea of such “social injustice taking place in Texas”, as provoked by the author. However, when shown the actual facts of the case and the court decisions, their response was completely changed. This would suggest a social agenda on the part of the author. It is one thing to try to invoke passion for a subject in students. It is another to manipulate them. I would suggest that the author revisit some of his case presentations and remove references to specific “real-life” events, and offer these scenarios as purely hypothetical.

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