Introduction
Numerous students of different ages who study statistics admit that this course is boring. They stipulate that this subject is based on unrealistic materials that are not useful. However, in-depth insight into statistics and its underlying principles can show that this discipline offers some helpful information that can be used in many real-life applications. Thus, this paper proves that the given course conveys crucial information that may be further applied in such spheres as medicine, meteorology, and finances.
Main body
Firstly, one should note that statistics play an essential role in medicine. It refers to the fact that researchers use the basics of this course to assessing the effectiveness of various drugs. Furthermore, statistics help to identify the probability of the occurrence that a child can inherit some genetic problems from their parents. Secondly, meteorologists get significant benefits from including statistics in their activities. For example, Fawcett and Newman mention that the information from this course can be used to “quantify the likelihood of extreme sea levels and hence better prepare for life-threatening flood events” (3). Finally, it is difficult to overestimate the significance of statistics for the financial industry. It is used to monitor the current situation and predict possible changes, which is necessary to control finances properly.
Conclusion
In conclusion, it is not true that statistics is annoying and useless. The information above proves that the given discipline offers some benefits to many people. It refers to the fact that various specialists, including financial experts, medical researchers, and meteorologists, use the basics of statistics to perform their duties. This state of affairs allows concluding that the modern world would be significantly different without statistics and its benefits.
Work Cited
Fawcett, Lee, and Keith Newman. “The Storm of the Century! Promoting Student Enthusiasm for Applied Statistics.” Teaching Statistics: An International Journal for Teachers, vol. 39, no. 1, 2017, pp. 2-13.