An outline is attached at the bottom of the page. The first lecture (L01) is a general introduction to the Islamic approach to knowledge. The next 8 lectures (L02 to L09) form the first unit, which is an introduction to descriptive statistics, but sets the ideas in a format very different from conventional statistics courses.

1. It is assumed that most data will NOT be normally distributed. This makes the mean and SD very bad measures of location and dispersion. Better alternatives are median and IQR. Many other changes in teaching methodology become necessary when we deal with data which is not normally distributed.
2. We treat data as providing CLUES to reality, instead of being the final determinant. Thus data analysis may start by looking at numbers, but must always proceed to looking at the real world implications. Interpretation of statistics is strongly related to the real world situations which generate the numbers. This link is ignored in conventional texts and is emphasized in our treatment in this text.
3. The main idea of the course is that statistics is a branch of RHETORIC. We learn how to make arguments using data and data analysis. There are no final and conclusive answers available from the data. One must ALWAYS add some subjective elements to create an interpretation of the data analyis. By focusing on these subjective elements and by changing them, we can substantially alter the meanings of any given data analysis.

THERE ARE TWO WAYS TO WATCH/LISTEN to the lectures.

TWO ADDITIONAL WAYS HAVE BEEN ADDED: Movies are now available for directly watching on internet, on my personal website -- asadzaman.net. Furthermore, Microsoft Powerpoint presentations with EMBEDDED sound files are also available for download from same source.

FEEDBACK: Students complain that the English is too complex -- they cannot understand the audio part of the lectures.
SOLUTION: Teacher should download ONLY the powerpoint AND the TRANSCRIPT of the lecture. The Transcript is a written record of the audio portion of the file. If the Teacher keeps the printout of the transcript in front, he/she can do the presentation themselves, referring to the transcript as a reminder of the points to be covered in presenting the slide. This way, they can use any (level of) language to present the materials.  AFTER having presented the material in class, the student should be encouraged to listen to the lecture on his/her own separately; on the second round, they should find it much easier to understand and follow the English.
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