Critical Analysis on Statistics

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Critical Analysis on Statistics

Statistics are used often for planning purposes, they summarise large quantities of data into manageable measures. One of the challenges faced in the process of compiling statistics, is the time and resource allocation. A———————————————————

In the issue of higher education, the statistics hide several issues; Firstly, Figure 1 does not show any data on the earnings of self-employed individuals, individuals in transition or people employed on a part-time basis (Board, 2014). The rea……………………………………………………………………………………………. evel of education, sometimes even higher than those holding Doctorate Degrees.

Secondly, in Figure 2, there are too many variables merged into one vertical column and the narrative does not indicate how the graph should be read. This leaves the data open to all manner of interpretations; or on the other hand, a complete lack of understanding of what the graph is supposed to represent. Thirdly, the labels at the bottom of the graphs create bias.  The reader trusts the graph implicitly because it was created by one authority or other and though it makes no sense, a reader assumes that the interpretation offered, though misleading is reliable.

In the matter of minimum wage, the analysis of the statistics is filled with sweeping and vague statements that are quite misleading. The first is that, the argument begins by asserting that the issue of minimum wage is being politicised. The result is that the reader is already swayed from the beginning by the writer’s opinion that the issue of minimum wage is a political gimmick of sorts.

The second opinion is that decades of research, facts and evidence have already demonstrated the positive case for minimum wage and that the results are self-evident. It is not clear where the research, facts and evidence can be acquired and there is no evidence to support the ‘widely reaching acceptance’ of said research results. Such a generalisation implies that there is no cause for debate at all and supports the previous opinion.

The third is the expression that the article provides the answers to this matter and that there is no alternative beyond the points that the article expounds on. By the time the writer positions themselves as an authority on the entire————————————————————————-deep and is more likely than not to support what the author says. In effect, there is no real value of the graph shown as ‘support’ for the views expressed (Taxation, 2012).

In the matter of Fair Tax, there are many things that the statistics’ interpretation does not reveal. The emphasis is on an increase of income, jobs, investment, wages and real GDP. In the narrative, the use of the words ‘higher———————————————————————————but when the graph is examined, there is no evidence of increase at the level imagined.

The second element is seen in Table 1; it is not clear what the comparisons of increment are being made to. The statistics are poured out without a point of reference, the closest reference to this being the word benchmark. The reader is not given information on what the ‘benchmark’ or point of reference is, the narrative of ‘increment’ obscures this piece of information. The third element is that the narratives highlights all th———————————————————————————- obscure the facts.

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