Available for bundling with Rao's text, this unique companion shows in great detail how to use SAS to do the statistics described in the text. Written specifically to complement and enhance the SAS material in the book, the SAS Companion uses the same examples used in the text, providing instructions and output for all textual examples. The SAS Companion is an essential tool and a handy reference for students as they work through the books' computing assignments.
This eighth edition of A First Course in Business Statistics is an introductory business text emphasizing inference, with extensive coverage of data collection and analysis as needed to evaluate the reported results of statistical studies and to make good decisions. As in earlier editions, the text stresses the development of statistical thinking, the assessment of credibility and value of the inferences made from data, both by those who consume and those who produce them. It assumes a mathematical background of basic algebra. A more comprehensive version of the book, Statistics for Business and Economics (8/e), is available for two-term courses or those that include more extensive coverage of special topics. NEW IN THE EIGHTH EDITION Major Content Changes Chapter 2 includes two new optional sections: methods for detecting outliers (Section 2.8) and graphing bivariate relationships (Section 2.9). Chapter 4 now covers descriptive methods for assessing whether a data set is approximately normally distributed (Section 4.8) and normal approximation to the binomial distribution (Section 4.9). Exploring Data with Statistical Computer Software and the Graphing Calculator- Throughout the text, computer printouts from five popular Windows-based statistical software packages (SAS, SPSS, MINITAB, STATISTIX and EXCEL) are displayed and used to make decisions about the data. New to this edition, we have included instruction boxes and output for the TI-83 graphing calculator. Statistics in Action-One feature per chapter examines current real-life, highprofile issues. Data from the study is presented for analysis. Questions prompt the students to form their own conclusions and to think through the statistical issues involved. Real-World Business Cases-Six extensive business problem-solving cases, with real data and assignments. Each case serves as a good capstone and review of the material that has preceded it. Real-Data Exercises-Almost all the exercises in the text employ the use of current real data taken from a wide variety of publications (e.g., newspapers, magazines, and journals). Quick Review-Each chapter ends with a list of key terms and formulas, with reference to the page number where they first appear. Language Lab-Following the Quick Review is a pronunciation guide for Greek letters and other special terms. Usage notes are also provided. xii TRADITIONAL STRENGTHS We have maintained the features of A First Course in Business Statistics that we believe make it unique among business statistics texts. These features, which assist the student in achieving an overview of statistics and an understanding of its relevance in the business world and in everyday life, are as follows: The Use of Examples as a Teaching Device Almost all new ideas are introduced and illustrated by real data-based applications and examples. We believe that students better understand definitions, generalizations, and abstractions after seeing an application. Many Exercises-Labeled by Type The text includes more than 1,000 exercises illustrated by applications in almost all areas of research. Because many students have trouble learning the mechanics of statistical techniques when problems are couched in terms of realistic applications, all exercise sections are divided into two parts: Learning the Mechanics. Designed as straightforward applications of new concepts, these exercises allow students to test their ability to comprehend a concept or a definition. Applying the Concepts. Based on applications taken from a wide variety of journals, newspapers, and other sources, these exercises develop the student's skills to comprehend real-world problems and describe situations to which the techniques may be applied. A Choice in Level of Coverage of Probability (Chapter 3) One of the most troublesome aspects of an introductory statistics course is the study of probability. Probability poses a challenge for instructors because they must decide on the level of presentation, and students find it a difficult subject to comprehend. We believe that one cause for these problems is the mixture of probability and counting rules that occurs in most introductory texts. We have included the counting rules and worked examples in a separate appendix (Appendix A) at the end of the text. Thus, the instructor can control the level of coverage of probability. Nonparametric Topics Integrated In a one-term course it is often difficult to find time to cover nonparametric techniques when they are relegated to a separate chapter at the end of the book. Consequently, we have integrated the most commonly used techniques in optional sections as appropriate. Coverage of Multiple Regression Analysis (Chapter 10) This topic represents one of the most useful statistical tools for the solution of applied problems. Although an entire text could be devoted to regression modeling, we believe we have presented coverage that is understandable, usable, and much more comprehensive than the presentations in other introductory statistics texts. Footnotes , . Although the text is designed for students with a non-calculus background, footnotes explain the role of calculus in various derivations. Footnotes are also used to inform the student about some of the theory underlying certain results. The footnotes allow additional flexibility in the mathematical and theoretical level at which the material is presented. SUPPLEMENTS FOR THE INSTRUCTOR The supplements for the eighth edition have been completely revised to reflect the revisions of the text. To ensure adherence to the approaches presented in the main text, each element in the package has been accuracy checked for clarity and freedom from computational, typographical, and statistical errors. Annotated Instructor's Edition (AIE) (ISBN 0-1 3-027985-4) Marginal notes placed next to discussions of essential teaching concepts include: Instructor's Notes by Mark Dummeldinger (ISBN 0-1 3-027410-0) 1 Teaching Tips-suggest alternative presentations or point out common stu- This printed resource contains suggestions for using the questions at the end of the Statistics in Action boxes as the basis for class discussion on statistical ethics and other current issues, solutions to the Real-World Cases, a complete short answer book with letter of permission to duplicate for student usc, and many of the exercises and solutions that were removed from previous editions of this text. I Instructor's Solutions Manual by Nancy S. Boudreau (ISBN 0-1 3-027421 -6) dent errors Exercises-reference specific section and chapter exercises that reinforce the concept H-disk icon identifies data sets and file names of material found on the data CD-ROM in the back of the book. Solutions to all of the even-numbered exercises are given in this manual. Careful attention has been paid to ensure that all methods of solution and notation are consistent with those used in the core text. Solutions to the odd-numbered exercises are found in the Student's Solutions Manual. Short Answers-section and chapter exercise answers are provided next to the selected exercises Test Bank by Mark Dummeldinger (ISBN 0-1 3-027419-4) Entirely rewritten, the Test Bank now includes more than 1,000 problems that correlate to problems presented in the text. xiv PREFACE Test Cen-EQ (ISBN 0-1 3-027367-8) Menu-driven random test system Networkable for administering tests and capturing grades online Edit and add your own questions-or use the new "Function Plotter" to create a nearly unlimited number of tests and drill worksheets PowerPoint Presentation Disk by Mark Dummeldinger (ISBN 0-1 3-027365-1) This versatile Windows-based tool may be used by professors in a number of different ways: Slide show in an electronic classroom '. " " Printed and used as transparency masters Printed copies may be distributed to students as a convenient note-taking device Included on the software disk are learning objectives, thinking challenges, concept presentation slides, and examples with worked-out solutions. The PowerPoint Presentation Disk may be downloaded from the FTP site found at the McClave Web site. ( I, Data CD-ROM-available free with every text purchased from Prentice Hall (ISBN 0-1 3-027293-0) The data sets for all exercises and cases are available in ASCII format on a CDROM in the back of the book. When a given data set is referenced, a disk symbol and the file name will appear in the text near the exercise. McClave Internet Site (http://www.prenhall.com/mcclave) This site will be updated throughout the year as new information, tools, and applications become available. The site contains information about the book and its supplements as well as FTP sites for downloading the PowerPoint Presentation Disk and the Data Files. Teaching tips and student help are provided as well as links to useful sources of data and information such as the Chance Database, the STEPS project (interactive tutorials developed by the University of Glasgow), and a site designed to help faculty establish and manage course home pages. SUPPLEMENTS AVAILABLE FOR STUDENTS Student's Solutions Manual by Nancy S . Boudreau 'I - (ISBN 0-1 3-027422-4) Fully worked-out solutions to all of the odd-numbered exercises are provided in this manual. Careful attention has been paid to ensure that all methods of solution and notation are consistent with those used in the core text. - Companion Microsoft Excel Manual by Mark Dummeldinger (ISBN 0-1 3-029347-4) Each companion manual works hand-in-glove with the text. Step-by-step keystroke level instructions, with screen captures, provide detailed help for using the technology to work pertinent examples and all of the technology projects in the text. A cross-reference chart indicates which text examples are included and the exact page reference in both the text and technology manual. Output with brief instruction is provided for selected odd-numbered exercises to reinforce the examples. A Student Lab section is included at the end of each chapter. The Excel Manual includes PHstat, a statistics add-in for Microsoft Excel (CD-ROM) featuring a custom menu of choices that lead to dialog boxes to help perform statistical analyses more quickly and easily than off-the-shelf Excel permits. Student Version of SPSS Student versions of SPSS, the award-winning and market-leading commercial and data analysis package, and MINITAB are available for student purchase. Details on all current products are available from Prentice Hall or via the SPSS Web site at http://www.spss.com. Learning Business Statistics with ~icrosoft' Excel by John L. Neufeld (ISBN 0-13-234097-6) The use of Excel as a data analysis and computational package for statistics is explained in clear, easy-to-follow steps in this self-contained paperback text. A MINITAB Guide to Statistics by Ruth Meyer and David Krueger (ISBN 0-1 3-784232-5) This manual assumes no prior knowledge of MINITAB. Organized to correspond to the table of contents of most statistics texts, this manual provides step-by-step instruction to using MINITAB for statistical analysis. ConStatS by Tufts University (ISBN 0-1 3-502600-8) ConStatS is a set of Microsoft Windows-based programs designed to help college students understand concepts taught in a first-semester course on probability and statistics. ConStatS helps improve students' conceptual understanding of statistics by engaging them in an active, experimental style of learning. A companion ConStatS workbook (ISBN 0-13-522848-4) that guides students through the labs and ensures they gain the maximum benefit is also available. ACKNOWLEDGMENTS This book reflects the efforts of a great many people over a number of years. First we would like to thank the following professors whose reviews and feedback on organization and coverage contributed to the eighth and previous editions of the book. xvi PREFACE Reviewers Involved with the Eighth Edition Mary C. Christman, University of Maryland; James Czachor, Fordham-Lincoln Center, AT&T; William Duckworth 11, Iowa State University; Ann Hussein, Ph.D., Philadelphia University; Lawrence D. Ries, University of Missouri-Columbia. Reviewers of Previous Editions Atul Agarwal, GMI Engineering and Management Institute; Mohamed Albohali, Indiana University of Pennsylvania; Gordon J. Alexander, University of Minnesota; Richard W. Andrews, University of Michigan; Larry M. Austin, Texas Tech University; Golam Azam, North Carolina Agricultural & Technical University; Donald W. Bartlett, University of Minnesota; Clarence Bayne, Concordia University; Carl Bedell, Philadelphia College of Textiles and Science; David M. Bergman, University of Minnesota; William H. Beyer, University of Akron; Atul Bhatia, University of Minnesota; Jim Branscome, University of Texas at Arlington; Francis J. Brewerton, Middle Tennessee State University; Daniel G. Brick, University of St. Thomas; Robert W. Brobst, University of Texas at Arlington; Michael Broida, Miami University of Ohio; Glenn J. Browne, University of Maryland, Baltimore; Edward Carlstein, University of North Carolina at Chapel Hill; John M. Charnes, University of Miami; Chih-Hsu Cheng, Ohio State University; Larry Claypool, Oklahoma State University; Edward R. Clayton, Virginia Polytechnic Institute and State University; Ronald L. Coccari, Cleveland State University; Ken Constantine, University of New Hampshire; Lewis Coopersmith, Rider University; Robert Curley, University of Central Oklahoma; Joyce Curley-Daly, California Polytechnic State University; Jim Daly, California Polytechnic State University; Jim Davis, Golden Gate University; Dileep Dhavale, University of Northern Iowa; Bernard Dickman, Hofstra University; Mark Eakin, University of Texas at Arlington; Rick L. Edgeman, Colorado State University; Carol Eger, Stanford University; Robert Elrod, Georgia State University; Douglas A. Elvers, University of North Carolina at Chapel Hill; Iris Fetta, Clemson University; Susan Flach, General Mills, Inc.; Alan E. Gelfand, University of Connecticut; Joseph Glaz, University of Connecticut; Edit Gombay, University of Alberta; Jose Luis Guerrero-Cusumano, Georgetown University; Paul W. Guy, California State University, Chico; Judd Hammack, California State University-Los Angeles; Michael E. Hanna, University of Texas at Arlington; Don Holbert, East Carolina University; James Holstein, University of Missouri, Columbia; Warren M. Holt, Southeastern Massachusetts University; Steve Hora, University of Hawaii, Hilo; Petros Ioannatos, GMI Engineering & Management Institute; Marius Janson, University of Missouri, St. Louis; Ross H. Johnson, Madison College; I? Kasliwal, California State University-Los Ange1es;Timothy J. Killeen, University of Connecticut;Tim Krehbiel, Miami University of Ohio; David D. Krueger, St. Cloud State University; Richard W. Kulp, Wright-Patterson AFB, Air Force Institute of Technology; Mabel T. Kung, California State University-Fullerton; Martin Labbe, State University of New York College at New Paltz; James Lackritz, California State University at San Diego; Lei Lei, Rutgers University; Leigh Lawton, University of St. Thomas; Peter Lenk, University of Michigan; Benjamin Lev, University of Michigan- Dearborn; Philip Levine, William Patterson College; Eddie M. Lewis, University of Southern Mississippi; Fred Leysieffer, Florida State University; Xuan Li, Rutgers University; Pi-Erh Lin, Florida State University; Robert Ling, Clemson University; Benny Lo; Karen Lundquist, University of Minnesota; G. E. Martin, Clarkson University; Brenda Masters, Oklahoma State University; William Q. Meeker, Iowa State University; Ruth K. Meyer, St. Cloud State University; Edward Minieka, University of Illinois at Chicago; Rebecca Moore, Oklahoma State University; June Morita, University of Washington; Behnam Nakhai, Millersville University; Paul I. Nelson, Kansas State University; Paula M. Oas, General Office Products; Dilek Onkal, Bilkent University,Turkey;Vijay Pisharody, University of Minnesota; Rose Prave, University of Scranton; P. V. Rao, University of Florida; Don Robinson, Illinois State University; Beth Rose, University of Southern California; Jan Saraph, St. Cloud State University; Lawrence A. Sherr, University of Kansas; Craig W. Slinkman, University of Texas at Arlingon; Robert K. Smidt, California Polytechnic State University; Toni M. Somers, Wayne State University; Donald N. Steinnes, University of Minnesota at Du1uth;Virgil F. Stone,Texas A & M University; Katheryn Szabet, La Salle University; Alireza Tahai, Mississippi State University; Kim Tamura, University of Washington; Zina Taran, Rutgers University; Chipei Tseng, Northern Illinois University; Pankaj Vaish, Arthur Andersen & Company; Robert W. Van Cleave, University of Minnesota; Charles E Warnock, Colorado State University; Michael P. Wegmann, Keller Graduate School of Management; William J. Weida, United States Air Force Academy; T. J. Wharton, Oakland University; Kathleen M. Whitcomb, University of South Carolina; Edna White, Florida Atlantic University; Steve Wickstrom, University of Minnesota; James Willis, Louisiana State University; Douglas A. Wolfe, Ohio State University; Gary Yoshimoto, St. Cloud State University; Doug Zahn, Florida State University; Fike Zahroom, Moorhead State University; Christopher J. Zappe, Bucknell University. Special thanks are due to our ancillary authors, Nancy Shafer Boudreau and Mark Dummeldinger, and to typist Kelly Barber, who have worked with us for many years. Laurel Technical Services has done an excellent job of accuracy checking the eighth edition and has helped us to ensure a highly accurate, clean text. Wendy Metzger and Stephen M. Kelly should be acknowledged for their help with the TI-83 boxes. The Prentice Hall staff of Kathy Boothby Sestak, Joanne Wendelken, Gina Huck, Angela Battle, Linda Behrens, and Alan Fischer, and Elm Street Publishing Services' Martha Beyerlein helped greatly with all phases of the text development, production, and marketing effort. We acknowledge University of Georgia Terry College of Business MBA students Brian F. Adams, Derek Sean Rolle, and Misty Rumbley for helping us to research and acquire new exerciselcase material. Our thanks to Jane Benson for managing the exercise development process. Finally, we owe special thanks to Faith Sincich, whose efforts in preparing the manuscript for production and proofreading all stages of the book deserve special recognition. For additional information about texts and other materials available from Prentice Hall, visit us on-line at http://www.prenhall.com. James T. McClave P. George Benson Terry Sincich