Статистика

ФЕДЕРАЛЬНОЕ АГЕНТСТВО ПО ОБРАЗОВАНИЮ 
 
РОСТОВСКИЙ ГОСУДАРСТВЕННЫЙ ЭКОНОМИЧЕСКИЙ 
УНИВЕРСИТЕТ «РИНХ» 
 
ФАКУЛЬТЕТ ЛИНГВИСТИКИ И ЖУРНАЛИСТИКИ 
 
КАФЕДРА ИНОСТРАННЫХ ЯЗЫКОВ ДЛЯ ЭКОНОМИЧЕСКИХ СПЕЦИАЛЬНОСТЕЙ 
 
 
 
 
 
 
 
 
 
Вольнова О.Н., Честникова О.А., Шамраева К.В., 
Хут-Оглы Д.Я., Котельникова И.В. 
 
 
СТАТИСТИКА 
 
Учебное пособие по английскому языку 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Ростов-на-Дону 
2009 

УДК 811.111(075)+31(075) 
В 67 
 
 
Вольнова, О. Н. 
В 67  
Статистика : учеб. пособие по англ. языку / О.Н. Вольнова, 
О.А. Честникова, 
К.В. Шамраева, 
Д.Я. Хут-Оглы, 
И.В. Котельникова 
; 
Ростовский государственный экономический университет «РИНХ». — Ростов 
н/Д, 2009. — 83 с. 
ISBN 978-5-7972-1395-6 
 
Учебное пособие по английскому языку для студентов 2 курса факультета 
учетно-экономического факультета содержат задания и тексты для работы студентов. 
Задания выполняются в соответствие с учебным планом. 
Данное пособие составлено в соответствие с современными методическими 
подходами на основе оригинальных материалов по специальности. Все материалы и 
задания подобраны согласно требованиям государственных стандартов. 
УДК 811.111(075)+31(075) 
 
 
                      
 
 
 
 
 
Рецензенты: 
Шолудченко И.Е., Макарова Р.С. 
 
 
 
 
 
Утверждено в качестве учебного пособия по английскому языку 
редакционно-издательским советом РГЭУ «РИНХ» 
 
 
 
 
 
 
 
 
 
ISBN 978-5-7972-1395-6 
© Ростовский государственный 
экономический университет «РИНХ», 
2009. 
© Вольнова О.Н., Честникова О.А., 
Шамраева К.В., Хут-Оглы Д.Я., 
Котельникова И.В., 2009 

ОГЛАВЛЕНИЕ 
 
Unit 1. Why collect data? .............................................................................................. 4 
Unit 2. Timing and quantity of data collection ............................................................. 8 
Unit 3. Types of data ................................................................................................... 14 
Unit 4 ........................................................................................................................... 22 
Unit 5 ........................................................................................................................... 38 
Unit 6 ........................................................................................................................... 46 
Unit 7 ........................................................................................................................... 58 
 

Unit 1. Why collect data? 
Before you read 
Discuss the following with your partner 
→What is data? 
→What is information? 
→Is there any difference between data and information? 
→What goes first: data or information?    
→Why do we have to process data? 
Reading 
Now read the text to check your answers.  
There is a difference between data and information. Essentially, data are the raw 
numbers or facts which must be processed to give useful information (see Figure 3.1). 
Thus 78, 64, 36, 70 and 52 are data which could be processed to give the information 
that the average mark of five students in an exam was 60%; data about new business 
performance could be collected as a large set of numbers, and this could be processed 
to give the information that two thirds of new companies cease trading within two 
years of opening; the ten-year government census has individual returns providing 
data, which are processed to give information about the population as a whole; entries 
in a company's transaction records give data which are consolidated into accounting 
information; and so on. 
 
 
Figure 3.1   Relating data and information. 
Quantitative data appear as sets of numbers. It should be recognized, though, that data 
can be any collection of facts, observations, measurements, opinions, or anything else 
which gives details about a situation. 
In business, data are collected and transformed into the information which allows 
managers to make their decisions. There are several implications in this statement: 
• managers need information before they can make decisions 
• they should examine all available information before making decisions 
• they should have enough information to allow good decisions 
• this information should be reliable 
• the information is provided by data collection and analysis 
It is clear, then, that data collection is an important and even vital function in any 
organization. Without data collection, managers do not have access to reliable 
information and cannot make reasoned decisions.  
Data 
raw numbers 
Information 
in useful 
form 
Processing 

Summary 
Managers need reliable information to make decisions about the running of their 
organizations. This information is provided by data collection and processing. 
 
Reading tasks 
1. Mark these statements T (true) or F (false) according to the information in the text.  
1. There is no any difference between data and information. 
2. Only sets of numbers can be called data.  
3. Managers should examine all available information before making decisions. 
4. Reliable information is provided by collection of facts, observations, measurements, 
opinions. 
 
2. Answer the following questions. 
1. What does a statistician have to work with — data or information? 
2. What is the purpose of statistics? Why is it an important science? 
 
Vocabulary  
3. Match the synonyms. The first one is done for you as an example. 
1. available 
a. unprocessed 
2. vital 
b. at one’s disposal 
3. raw 
c. handle 
4. useful 
d. significant 
5. process 
e. combine 
6. transaction 
f. practical 
7. consolidate 
g. business dealing 
1 
2 
3 
4 
5 
6 
7 
b 
 
 
 
 
 
 
  4. Match these words as they occur in the text. Make up your own sentences with 
them. 
1.raw 
a. records 
2. average 
b. collection  
3.transaction 
c. data 
4.available 
d. numbers 
5.vital 
e. decisions 
6.reasoned 
f. mark 
7.provide 
g. information 
8. make 
h. decisions 
9. data 
i. function 
 

1 
2 
3 
4 
5 
6 
7 
8 
9 
d 
 
 
 
 
 
 
 
 
5. Complete the extract with the appropriate words from the box. Change the words 
where necessary. 
analyze, quantitative, range, decision, manager 
Chapter 1 discussed the reasons why 1)… should be familiar with a range of 2)… 
ideas. The main argument was that managers are concerned with 3) … about costs, 
profit, demand, productivity, output, and other factors, all of which are numerical. It 
follows that good decisions can only be made if the numerical aspects of a problem 
are 4)… properly. The rest of this book describes a 5) … of widely used quantitative 
analyses. 
 
6. Decide which text is about information and which one is about data. 
A. It is a term with many meanings depending on context, but is as a rule closely 
related to such concepts as meaning, knowledge, instruction, communication, 
representation, and mental stimulus. Simply stated, it is a message received and 
understood. It can be defined as a collection of facts from which conclusions may be 
drawn. It is the knowledge acquired through study or experience or instruction. But 
overall, it is the result of processing, manipulating and organizing some facts in a 
way that adds to the knowledge of the person receiving it. 
B. It refers to facts collected as the result of experience, observation or experiment, 
or processes within a computer system, or premises. It may consist of numbers, 
words, or images, particularly as measurements or observations of a set of variables. 
They are often viewed as a lowest level of abstraction from which knowledge is 
derived. 
 
Glossary 
 
data 
pl от datum, данные, факты, сведения   
raw numbers 
необработанные цифры 
process data 
обрабатывать данные 
average mark 
средняя оценка 
business performance 
работа предприятия 
set of numbers 
набор цифр 
cease  
прекращать, останавливать 
provide data 
предоставлять данные 
census 
перепись населения 
entry 
запись, ввод данных 
transaction records 
порядок учета внешнеэкономических операций 
consolidate data 
объединять, консолидировать данные 

quantitative data 
количественные данные 
observation 
наблюдение, данные наблюдений 
measurement 
измерение 
collect data 
собирать данные 
implication 
то, что подразумевается, контекст, смысл 
transform into 
information 
преобразовывать, превращать в информацию 
make a decision 
принимать решение 
available  
доступный, имеющийся в распоряжении; пригодный, 
полезный 
reliable 
надежный, достоверный 
vital function 
важная, существенная функция 
access 
доступ, доступность 
reasoned decision 
обоснованное, мотивированное решение 
run an organization 
управлять организацией 
 
 

Unit 2. Timing and quantity of data collection 
Text A 
Before you read 
Discuss the following with your partner 
→ Is it expensive to collect data? 
→ What has effect on the way data are collected? 
→ What can define how much data should be collected? 
→ Match the data from the first column with the possible ways of their collection in 
the second column.  
 
Now read the first part of the text and check your answers.  
You can see that we are talking about the collection of data before discussing their 
presentation. This seems a sensible approach, as you have to collect data before 
presenting them. But data are collected for a specific purpose and the way they are 
used should have an effect on the way they are collected. If, for example, we want to 
decide how many beds a hospital should set aside for road accident victims, we could 
collect data from local accident statistics; if we want to know how retired people spend 
their leisure time, we could enclose a questionnaire with information which is 
routinely posted to pensioners; if we want to find how many people will buy a new 
product, we could run a market survey; if we want to see how many people wear car 
seat belts, we could stand by a road and observe passing cars. In other words, the way 
data will be used has an effect on the way they are collected. We should, therefore, 
design data collection to meet its specific purpose, and not the other way around. 
 
 
One problem with data collection is to know how much to collect. In many 
circumstances there is an almost limitless amount of data which could be collected 
and might be useful. We should resist the temptation to collect data simply because 
they are available, and limit ourselves to those which are relevant and useful. The 
TO KNOW 
WE HAVE TO 
the number of beds for road accident victims 
observe passing cars 
how retired people spend their free time  
run a market survey  
who will buy a new product 
post a questionnaire 
how many people wear seat-belts 
study local accidents statistics  
Data collection should be designed after deciding the use of the data. 

reason for this is that data collection and processing inevitably costs money, and 
collecting unnecessary data is a waste. 
In principle there is an optimal amount of data which should be collected for any 
purpose. If we consider the marginal cost of data as the cost of collecting the last 
'unit', then the marginal cost increases with the amount of data collected. We could 
find some general data about, say, Canadian Pacific Railway very easily (it operates 
trains, employs staff, and so on); more detailed data would need a trip to a 
specialized library (to find exactly how' many trains of different types are operated or 
staff of different grades employed); yet more detailed data would need a search of 
Canadian Pacific Railway's own records (to find the wage bill for each grade of 
employee in each region); yet more detailed data would need a special survey (to ask 
what each grade of employee felt about their conditions), and so on. 
 
Reading tasks 
1. Mark these statements T (true) or F (false) according to the information in the text. 
 
1. The way data are used doesn’t have any effect on the way they are collected. 
2. It is always easy to define how much to collect. 
3 Very often there is an almost limitless amount of data which could be collected and 
might be useful. 
4. Data we collect should be relevant and useful. 
5. The marginal cost decreases with the amount of data collected. 
6. It is always best to collect as much data as possible about a situation. 
 
2. Answer the following questions: 
1. What affects the way data are collected? 
2. What problems can you run into while collecting data? 
3. What is the marginal cost? 
 
 Vocabulary  
1. 
Match words from each column to make collocations from the text. Use these 
collocations to make up your own instructions concerning the amount of data. 
 
1 sensible 
a) library 
2 specific 
b) the temptation 
3 limitless 
c) approach 
4 resist 
d) data 
5 specialized 
e) survey 
6 special 
f) purpose 
7 unnecessary 
g) amount of data 
 
2. Use the words in the box to complete the following sentences. 
 
design   conduct   valid   meaningful   seek   collecting   obtain