The authors would like to thank the many hundreds of introductory statistics students at New York University who have been (unwitting) guinea pigs in the development of these cases. One of the joys of discussing real data with students is that they bring their own backgrounds and experiences to the discussion, with the result that the teacher learns as much as the students do. We would like to thank David Ahlstrom, Orley Ashenfelter, Mark and Barbi Barnhill, Charlie Himmelberg, Jeanne McLaughlin-Russell, Martina Morris, Sundar Polavaram, Tom Pugel and Brooke Squire for providing data sets that are used in the cases.
Special thanks should go to:
SAMPRIT CHATTERJEE
MARK S. HANDCOCK
JEFFREY S. SIMONOFF