Patrick Shannon – författare

Business Statistics: A Decision Making Approach provides students with an introduction to business statistics and to the analysis skills and techniques needed to make successful real-world business decisions.

Written for students of all mathematical skill levels, the authors present concepts in a systematic and ordered way, drawing from their own experience as educators and consultants. Rooted in the theme that data are the starting point, Business Statistics champions the need to use and understand different types of data and data sources to be effective decision makers.

This new edition integrates Microsoft Excel throughout as a way to work with statistical concepts and give students a resource that can be used in both their academic and professional careers.

An introductory text for business statistics students

Business Statistics: A Decision-Making Approach, 11th Edition, is an introductory text for students who do not necessarily have an extensive mathematics background but who need to understand how statistical tools and techniques are applied in business decision making. Concepts and techniques presented in a systematic and ordered way make this text accessible to all students. The authors draw from their years of experience as consultants, educators, and writers to show the relevance of statistical techniques in realistic situations through engaging examples.

This text seamlessly integrates computer applications, such as Microsoft Excel and XLSTAT, with textual examples and figures, always focusing on interpreting the output. The goal is for students to be able to know which tools to use, how to apply the tools, and how to analyse results for making decisions.

Business Statistics: A Decision-Making Approach, 11th Edition, is an introductory text for students who do not necessarily have an extensive mathematics background but who need to understand how statistical tools and techniques are applied in business decision making. Concepts and techniques presented in a systematic and ordered way make this text accessible to all students. The authors draw from their years of experience as consultants, educators, and writers to show the relevance of statistical techniques in realistic situations through engaging examples.

This text seamlessly integrates computer applications, such as Microsoft Excel and XLSTAT, with textual examples and figures, always focusing on interpreting the output. The goal is for students to be able to know which tools to use, how to apply the tools, and how to analyze results for making decisions.

Business Statistics: A Decision-Making Approach, 11th Edition, is an introductory text for students who do not necessarily have an extensive mathematics background but who need to understand how statistical tools and techniques are applied in business decision making. Concepts and techniques presented in a systematic and ordered way make this text accessible to all students. The authors draw from their years of experience as consultants, educators, and writers to show the relevance of statistical techniques in realistic situations through engaging examples.

This text seamlessly integrates computer applications, such as Microsoft Excel and XLSTAT, with textual examples and figures, always focusing on interpreting the output. The goal is for students to be able to know which tools to use, how to apply the tools, and how to analyze results for making decisions.

Business Statistics: A Decision-Making Approach, 11th Edition, is an introductory text for students who do not necessarily have an extensive mathematics background but who need to understand how statistical tools and techniques are applied in business decision making. Concepts and techniques presented in a systematic and ordered way make this text accessible to all students. The authors draw from their years of experience as consultants, educators, and writers to show the relevance of statistical techniques in realistic situations through engaging examples.

This text seamlessly integrates computer applications, such as Microsoft Excel and XLSTAT, with textual examples and figures, always focusing on interpreting the output. The goal is for students to be able to know which tools to use, how to apply the tools, and how to analyze results for making decisions.

In this book Shannon’s major premise remains the same as his 1998 Reading Poverty: Poverty has everything to do with American public schooling–how it is theorized, how it is organized, and how it runs. Competing ideological representations of poverty underlie school assumptions about intelligence, character, textbook content, lesson formats, national standards, standardized achievement tests, and business/school partnerships and frame our considerations of each.

In this new edition, Shannon provides an update of the ideological struggles to name and respond to poverty through the design, content, and pedagogy of reading education, showing how, through their representations and framing, advocates of liberal, conservative, and neoliberal interpretations attempt the ideological practice of teaching the public who they are, what they should know, and what they should value about equality, civic society, and reading. For those who decline these offers, Shannon presents radical democratic interpretations of the relationship between poverty and reading education that position the poor, the public, students, and teachers as agents in redistribution of economic, cultural, and political capital in the United States.

In this book Shannon’s major premise remains the same as his 1998 Reading Poverty: Poverty has everything to do with American public schooling–how it is theorized, how it is organized, and how it runs. Competing ideological representations of poverty underlie school assumptions about intelligence, character, textbook content, lesson formats, national standards, standardized achievement tests, and business/school partnerships and frame our considerations of each.

In this new edition, Shannon provides an update of the ideological struggles to name and respond to poverty through the design, content, and pedagogy of reading education, showing how, through their representations and framing, advocates of liberal, conservative, and neoliberal interpretations attempt the ideological practice of teaching the public who they are, what they should know, and what they should value about equality, civic society, and reading. For those who decline these offers, Shannon presents radical democratic interpretations of the relationship between poverty and reading education that position the poor, the public, students, and teachers as agents in redistribution of economic, cultural, and political capital in the United States.

Through firsthand accounts of classroom practices, this new book ties 130 years of progressive education to social justice work. Based on their commitments to the principle of the equal moral worth of all people, progressive teachers have challenged the obstacles of schooling that prevent some people from participating as full partners in social life in and out of the classroom and have constructed classroom and social arrangements that enable all to participate as peers in the decisions that influence their lives. Progressive reading education has been and remains key to these ties, commitments, challenges, and constructions.

The three goals in this book are to show that there are viable and worthy alternatives to the current version of "doing school"; to provide evidence of how progressive teachers have accommodated expanding notions of social justice across time, taking up issues of economic distribution of resources during the first half of the 20th century, adding the cultural recognition of the civil rights of more groups during the second half, and now, grappling with political representation of groups and individuals as national boundaries become porous; and to build coalitions around social justice work among advocates of differing, but complementary, theories and practices of literacy work.

In progressive classrooms from Harlem to Los Angeles and Milwaukee to Fairhope, Alabama, students have used reading in order to make sense of and sense in changing times, working across economic, cultural, and political dimensions of social justice. Over 100 teacher stories invite readers to join the struggle to continue the pursuit of a just democracy in America.

Through firsthand accounts of classroom practices, this new book ties 130 years of progressive education to social justice work. Based on their commitments to the principle of the equal moral worth of all people, progressive teachers have challenged the obstacles of schooling that prevent some people from participating as full partners in social life in and out of the classroom and have constructed classroom and social arrangements that enable all to participate as peers in the decisions that influence their lives. Progressive reading education has been and remains key to these ties, commitments, challenges, and constructions.

The three goals in this book are to show that there are viable and worthy alternatives to the current version of "doing school"; to provide evidence of how progressive teachers have accommodated expanding notions of social justice across time, taking up issues of economic distribution of resources during the first half of the 20th century, adding the cultural recognition of the civil rights of more groups during the second half, and now, grappling with political representation of groups and individuals as national boundaries become porous; and to build coalitions around social justice work among advocates of differing, but complementary, theories and practices of literacy work.

In progressive classrooms from Harlem to Los Angeles and Milwaukee to Fairhope, Alabama, students have used reading in order to make sense of and sense in changing times, working across economic, cultural, and political dimensions of social justice. Over 100 teacher stories invite readers to join the struggle to continue the pursuit of a just democracy in America.