Students in a statistics course designed to serve other majors may be initially skeptical of the value and relevance of the subject matter, but my experience is that students can be turned on to statistics by the use of good examples and exercises that blend their everyday experiences with their scientific interests. Consequently, I have worked hard to find examples of real, rather than artificial, data—data that someone thought was worth collecting and analyzing. Many of the methods presented, especially in the later chapters on statistical inference, are illustrated by analyzing data taken from published sources, and many of the exercises also involve working with such data. Sometimes the reader may be unfamiliar with the context of a particular problem (as indeed I often was), but I have found that students are more attracted by real problems with a somewhat strange context than by patently artificial problems in a familiar setting.
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