{"id":662,"date":"2021-08-13T15:40:52","date_gmt":"2021-08-13T15:40:52","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/introstatscorequisite\/?post_type=chapter&#038;p=662"},"modified":"2023-12-05T08:54:47","modified_gmt":"2023-12-05T08:54:47","slug":"measures-of-the-location-of-the-data-3","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/introstatscorequisite\/chapter\/measures-of-the-location-of-the-data-3\/","title":{"raw":"Interpreting Percentiles, Quartiles, and Median","rendered":"Interpreting Percentiles, Quartiles, and Median"},"content":{"raw":"<div class=\"textbox learning-objectives\">\r\n<h3>Learning Outcomes<\/h3>\r\n<ul id=\"list123523\">\r\n \t<li>Interpret percentiles, medians and quartiles in context<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2>Interpreting Percentiles, Quartiles, and Median<\/h2>\r\nA percentile indicates the relative standing of a data value when data are sorted into numerical order from smallest to largest. Data value percentages are less than or equal to the [latex]p[\/latex]th percentile. For example, [latex]15[\/latex]% of data values are less than or equal to the [latex]15[\/latex]th percentile.\r\n<ul>\r\n \t<li>Low percentiles always correspond to lower data values<\/li>\r\n \t<li>High percentiles always correspond to higher data values<\/li>\r\n<\/ul>\r\nA percentile may or may not correspond to a value judgment about whether it's \"good\" or \"bad.\" The interpretation of whether a certain percentile is \"good\" or \"bad\" depends on the context of the situation to which the data applies. In some situations, a low percentile would be considered good; in other contexts a high percentile might be considered good. In many situations, there is no value judgment that applies.\r\n\r\nUnderstanding how to interpret percentiles properly is important not only when describing data, but also when calculating probabilities in later chapters of this text.\r\n<h3>Guidelines<\/h3>\r\nWhen writing the interpretation of a percentile in the context of the given data, the sentence should contain the following information.\r\n<ul>\r\n \t<li>information about the context of the situation being considered<\/li>\r\n \t<li>the data value (value of the variable) that represents the percentile<\/li>\r\n \t<li>the percent of individuals or items with data values below the percentile<\/li>\r\n \t<li>the percent of individuals or items with data values above the percentile<\/li>\r\n<\/ul>\r\n<div class=\"textbox exercises\">\r\n<h3>Example<\/h3>\r\nOn a timed math test, the first quartile for time it took to finish the exam was [latex]35[\/latex] minutes. Interpret the first quartile in the context of this situation.\r\n\r\n[reveal-answer q=\"283400\"]Show Solution[\/reveal-answer]\r\n[hidden-answer a=\"283400\"]\r\n<ul>\r\n \t<li>Twenty-five percent of students finished the exam in [latex]35[\/latex] minutes or less<\/li>\r\n \t<li>Seventy-five percent of students finished the exam in [latex]35[\/latex] minutes or more<\/li>\r\n \t<li>A low percentile could be considered good, as finishing more quickly on a timed exam is desirable. (If you take too long, you might not be able to finish.)<\/li>\r\n<\/ul>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Try It<\/h3>\r\nFor the [latex]100[\/latex]-meter dash, the third quartile for times for finishing the race was [latex]11.5[\/latex] seconds. Interpret the third quartile in the context of the situation.\r\n[reveal-answer q=\"283401\"]Show Solution[\/reveal-answer]\r\n[hidden-answer a=\"283401\"]\r\nTwenty-five percent of runners finished the race in [latex]11.5[\/latex] seconds or more. Seventy-five percent of runners finished the race in [latex]11.5[\/latex] seconds or less. A lower percentile is good because finishing a race more quickly is desirable.\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n<div class=\"textbox exercises\">\r\n<h3>Example<\/h3>\r\nOn a [latex]20[\/latex] question math test, the [latex]70[\/latex]th percentile for number of correct answers was [latex]16[\/latex]. Interpret the [latex]70[\/latex]th percentile in the context of this situation.\r\n\r\n[reveal-answer q=\"283402\"]Show Solution[\/reveal-answer]\r\n[hidden-answer a=\"283402\"]\r\n<ul>\r\n \t<li>Seventy percent of students answered [latex]16[\/latex] or fewer questions correctly<\/li>\r\n \t<li>Thirty percent of students answered [latex]16[\/latex] or more questions correctly<\/li>\r\n \t<li>A higher percentile could be considered good, as answering more questions correctly is desirable<\/li>\r\n<\/ul>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Try It<\/h3>\r\nOn a [latex]60[\/latex] point written assignment, the [latex]80[\/latex]th percentile for the number of points earned was [latex]49[\/latex]. Interpret the [latex]80[\/latex]th percentile in the context of this situation.\r\n[reveal-answer q=\"283403\"]Show Solution[\/reveal-answer]\r\n[hidden-answer a=\"283403\"]\r\nEighty percent of students earned [latex]49[\/latex] points or fewer. Twenty percent of students earned 49 or more points. A higher percentile is good because getting more points on an assignment is desirable.\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n<div class=\"textbox exercises\">\r\n<h3>Example<\/h3>\r\nAt a community college, it was found that the [latex]30[\/latex]th percentile of credit units that students are enrolled for is seven units. Interpret the [latex]30[\/latex]th percentile in the context of this situation.\r\n\r\n[reveal-answer q=\"283404\"]Show Solution[\/reveal-answer]\r\n[hidden-answer a=\"283404\"]\r\n<ul>\r\n \t<li>Thirty percent of students are enrolled in seven or fewer credit units<\/li>\r\n \t<li>Seventy percent of students are enrolled in seven or more credit units<\/li>\r\n \t<li>In this example, there is no \"good\" or \"bad\" value judgment associated with a higher or lower percentile. Students attend community college for varied reasons and needs, and their course load varies according to their needs.<\/li>\r\n<\/ul>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Try It<\/h3>\r\nDuring a season, the [latex]40[\/latex]th percentile for points scored per player in a game is eight. Interpret the [latex]40[\/latex]th percentile in the context of this situation.\r\n[reveal-answer q=\"283405\"]Show Solution[\/reveal-answer]\r\n[hidden-answer a=\"283405\"]\r\nForty percent of players scored eight points or fewer. Sixty percent of players scored eight points or more. A higher percentile is good because getting more points in a basketball game is desirable.\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n<div class=\"textbox exercises\">\r\n<h3>Example<\/h3>\r\nSharpe Middle School is applying for a grant that will be used to add fitness equipment to the gym. The principal surveyed [latex]15[\/latex] anonymous students to determine how many minutes a day the students spend exercising. The results from the [latex]15[\/latex] anonymous students are shown.\r\n\r\n[latex]0[\/latex] minutes; [latex]40[\/latex] minutes; [latex]60[\/latex] minutes; [latex]30[\/latex] minutes; [latex]60[\/latex] minutes\r\n\r\n[latex]10[\/latex] minutes; [latex]45[\/latex] minutes; [latex]30[\/latex] minutes; [latex]300[\/latex] minutes; [latex]90[\/latex] minutes;\r\n\r\n[latex]30[\/latex] minutes; [latex]120[\/latex] minutes; [latex]60[\/latex] minutes; [latex]0[\/latex] minutes; [latex]20[\/latex] minutes\r\n\r\nDetermine the following five values.\r\n<ul>\r\n \t<li>Min = [latex]0[\/latex]<\/li>\r\n \t<li>[latex]Q_1[\/latex] = [latex]20[\/latex]<\/li>\r\n \t<li>Med = [latex]40[\/latex]<\/li>\r\n \t<li>[latex]Q_3[\/latex] = [latex]60[\/latex]<\/li>\r\n \t<li>Max = [latex]300[\/latex]<\/li>\r\n<\/ul>\r\nIf you were the principal, would you be justified in purchasing new fitness equipment?\r\n\r\n[reveal-answer q=\"283406\"]Show Solution[\/reveal-answer]\r\n[hidden-answer a=\"283406\"]\r\n\r\nSince [latex]75[\/latex]% of the students exercise for [latex]60[\/latex] minutes or less daily, and since the [latex]IQR[\/latex] is [latex]40[\/latex] minutes [latex](60 \u2013 20 = 40)[\/latex], we know that half of the students surveyed exercise between [latex]20[\/latex] minutes and [latex]60[\/latex] minutes daily. This seems a reasonable amount of time spent exercising, so the principal would be justified in purchasing the new equipment.\r\n\r\nHowever, the principal needs to be careful. The value [latex]300[\/latex] appears to be a potential outlier.\r\n\r\n[latex]Q_3[\/latex] + [latex]1.5[\/latex]([latex]IQR[\/latex]) = [latex]60 + (1.5)(40) = 120[\/latex].\r\n\r\nThe value [latex]300[\/latex] is greater than [latex]120[\/latex] so it is a potential outlier. If we delete it and calculate the five values, we get the following values:\r\n<ul>\r\n \t<li>Min = [latex]0[\/latex]<\/li>\r\n \t<li>[latex]Q_1[\/latex] = [latex]20[\/latex]<\/li>\r\n \t<li>[latex]Q_3[\/latex] = [latex]60[\/latex]<\/li>\r\n \t<li>Max = [latex]120[\/latex]<\/li>\r\n<\/ul>\r\nWe still have [latex]75[\/latex]% of the students exercising for [latex]60[\/latex] minutes or less daily and half of the students exercising between [latex]20[\/latex] and [latex]60[\/latex] minutes a day. However, [latex]15[\/latex] students is a small sample and the principal should survey more students to be sure of his survey results.\r\n[\/hidden-answer]\r\n\r\n<\/div>","rendered":"<div class=\"textbox learning-objectives\">\n<h3>Learning Outcomes<\/h3>\n<ul id=\"list123523\">\n<li>Interpret percentiles, medians and quartiles in context<\/li>\n<\/ul>\n<\/div>\n<h2>Interpreting Percentiles, Quartiles, and Median<\/h2>\n<p>A percentile indicates the relative standing of a data value when data are sorted into numerical order from smallest to largest. Data value percentages are less than or equal to the [latex]p[\/latex]th percentile. For example, [latex]15[\/latex]% of data values are less than or equal to the [latex]15[\/latex]th percentile.<\/p>\n<ul>\n<li>Low percentiles always correspond to lower data values<\/li>\n<li>High percentiles always correspond to higher data values<\/li>\n<\/ul>\n<p>A percentile may or may not correspond to a value judgment about whether it&#8217;s &#8220;good&#8221; or &#8220;bad.&#8221; The interpretation of whether a certain percentile is &#8220;good&#8221; or &#8220;bad&#8221; depends on the context of the situation to which the data applies. In some situations, a low percentile would be considered good; in other contexts a high percentile might be considered good. In many situations, there is no value judgment that applies.<\/p>\n<p>Understanding how to interpret percentiles properly is important not only when describing data, but also when calculating probabilities in later chapters of this text.<\/p>\n<h3>Guidelines<\/h3>\n<p>When writing the interpretation of a percentile in the context of the given data, the sentence should contain the following information.<\/p>\n<ul>\n<li>information about the context of the situation being considered<\/li>\n<li>the data value (value of the variable) that represents the percentile<\/li>\n<li>the percent of individuals or items with data values below the percentile<\/li>\n<li>the percent of individuals or items with data values above the percentile<\/li>\n<\/ul>\n<div class=\"textbox exercises\">\n<h3>Example<\/h3>\n<p>On a timed math test, the first quartile for time it took to finish the exam was [latex]35[\/latex] minutes. Interpret the first quartile in the context of this situation.<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q283400\">Show Solution<\/span><\/p>\n<div id=\"q283400\" class=\"hidden-answer\" style=\"display: none\">\n<ul>\n<li>Twenty-five percent of students finished the exam in [latex]35[\/latex] minutes or less<\/li>\n<li>Seventy-five percent of students finished the exam in [latex]35[\/latex] minutes or more<\/li>\n<li>A low percentile could be considered good, as finishing more quickly on a timed exam is desirable. (If you take too long, you might not be able to finish.)<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"textbox key-takeaways\">\n<h3>Try It<\/h3>\n<p>For the [latex]100[\/latex]-meter dash, the third quartile for times for finishing the race was [latex]11.5[\/latex] seconds. Interpret the third quartile in the context of the situation.<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q283401\">Show Solution<\/span><\/p>\n<div id=\"q283401\" class=\"hidden-answer\" style=\"display: none\">\nTwenty-five percent of runners finished the race in [latex]11.5[\/latex] seconds or more. Seventy-five percent of runners finished the race in [latex]11.5[\/latex] seconds or less. A lower percentile is good because finishing a race more quickly is desirable.\n<\/div>\n<\/div>\n<\/div>\n<div class=\"textbox exercises\">\n<h3>Example<\/h3>\n<p>On a [latex]20[\/latex] question math test, the [latex]70[\/latex]th percentile for number of correct answers was [latex]16[\/latex]. Interpret the [latex]70[\/latex]th percentile in the context of this situation.<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q283402\">Show Solution<\/span><\/p>\n<div id=\"q283402\" class=\"hidden-answer\" style=\"display: none\">\n<ul>\n<li>Seventy percent of students answered [latex]16[\/latex] or fewer questions correctly<\/li>\n<li>Thirty percent of students answered [latex]16[\/latex] or more questions correctly<\/li>\n<li>A higher percentile could be considered good, as answering more questions correctly is desirable<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"textbox key-takeaways\">\n<h3>Try It<\/h3>\n<p>On a [latex]60[\/latex] point written assignment, the [latex]80[\/latex]th percentile for the number of points earned was [latex]49[\/latex]. Interpret the [latex]80[\/latex]th percentile in the context of this situation.<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q283403\">Show Solution<\/span><\/p>\n<div id=\"q283403\" class=\"hidden-answer\" style=\"display: none\">\nEighty percent of students earned [latex]49[\/latex] points or fewer. Twenty percent of students earned 49 or more points. A higher percentile is good because getting more points on an assignment is desirable.\n<\/div>\n<\/div>\n<\/div>\n<div class=\"textbox exercises\">\n<h3>Example<\/h3>\n<p>At a community college, it was found that the [latex]30[\/latex]th percentile of credit units that students are enrolled for is seven units. Interpret the [latex]30[\/latex]th percentile in the context of this situation.<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q283404\">Show Solution<\/span><\/p>\n<div id=\"q283404\" class=\"hidden-answer\" style=\"display: none\">\n<ul>\n<li>Thirty percent of students are enrolled in seven or fewer credit units<\/li>\n<li>Seventy percent of students are enrolled in seven or more credit units<\/li>\n<li>In this example, there is no &#8220;good&#8221; or &#8220;bad&#8221; value judgment associated with a higher or lower percentile. Students attend community college for varied reasons and needs, and their course load varies according to their needs.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"textbox key-takeaways\">\n<h3>Try It<\/h3>\n<p>During a season, the [latex]40[\/latex]th percentile for points scored per player in a game is eight. Interpret the [latex]40[\/latex]th percentile in the context of this situation.<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q283405\">Show Solution<\/span><\/p>\n<div id=\"q283405\" class=\"hidden-answer\" style=\"display: none\">\nForty percent of players scored eight points or fewer. Sixty percent of players scored eight points or more. A higher percentile is good because getting more points in a basketball game is desirable.\n<\/div>\n<\/div>\n<\/div>\n<div class=\"textbox exercises\">\n<h3>Example<\/h3>\n<p>Sharpe Middle School is applying for a grant that will be used to add fitness equipment to the gym. The principal surveyed [latex]15[\/latex] anonymous students to determine how many minutes a day the students spend exercising. The results from the [latex]15[\/latex] anonymous students are shown.<\/p>\n<p>[latex]0[\/latex] minutes; [latex]40[\/latex] minutes; [latex]60[\/latex] minutes; [latex]30[\/latex] minutes; [latex]60[\/latex] minutes<\/p>\n<p>[latex]10[\/latex] minutes; [latex]45[\/latex] minutes; [latex]30[\/latex] minutes; [latex]300[\/latex] minutes; [latex]90[\/latex] minutes;<\/p>\n<p>[latex]30[\/latex] minutes; [latex]120[\/latex] minutes; [latex]60[\/latex] minutes; [latex]0[\/latex] minutes; [latex]20[\/latex] minutes<\/p>\n<p>Determine the following five values.<\/p>\n<ul>\n<li>Min = [latex]0[\/latex]<\/li>\n<li>[latex]Q_1[\/latex] = [latex]20[\/latex]<\/li>\n<li>Med = [latex]40[\/latex]<\/li>\n<li>[latex]Q_3[\/latex] = [latex]60[\/latex]<\/li>\n<li>Max = [latex]300[\/latex]<\/li>\n<\/ul>\n<p>If you were the principal, would you be justified in purchasing new fitness equipment?<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q283406\">Show Solution<\/span><\/p>\n<div id=\"q283406\" class=\"hidden-answer\" style=\"display: none\">\n<p>Since [latex]75[\/latex]% of the students exercise for [latex]60[\/latex] minutes or less daily, and since the [latex]IQR[\/latex] is [latex]40[\/latex] minutes [latex](60 \u2013 20 = 40)[\/latex], we know that half of the students surveyed exercise between [latex]20[\/latex] minutes and [latex]60[\/latex] minutes daily. This seems a reasonable amount of time spent exercising, so the principal would be justified in purchasing the new equipment.<\/p>\n<p>However, the principal needs to be careful. The value [latex]300[\/latex] appears to be a potential outlier.<\/p>\n<p>[latex]Q_3[\/latex] + [latex]1.5[\/latex]([latex]IQR[\/latex]) = [latex]60 + (1.5)(40) = 120[\/latex].<\/p>\n<p>The value [latex]300[\/latex] is greater than [latex]120[\/latex] so it is a potential outlier. If we delete it and calculate the five values, we get the following values:<\/p>\n<ul>\n<li>Min = [latex]0[\/latex]<\/li>\n<li>[latex]Q_1[\/latex] = [latex]20[\/latex]<\/li>\n<li>[latex]Q_3[\/latex] = [latex]60[\/latex]<\/li>\n<li>Max = [latex]120[\/latex]<\/li>\n<\/ul>\n<p>We still have [latex]75[\/latex]% of the students exercising for [latex]60[\/latex] minutes or less daily and half of the students exercising between [latex]20[\/latex] and [latex]60[\/latex] minutes a day. However, [latex]15[\/latex] students is a small sample and the principal should survey more students to be sure of his survey results.\n<\/p><\/div>\n<\/div>\n<\/div>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-662\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>OpenStax, Statistics, Measures of the Location of Data. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em>. <strong>License Terms<\/strong>: Access for free at https:\/\/openstax.org\/books\/introductory-statistics\/pages\/1-introduction<\/li><li>Introductory Statistics. <strong>Authored by<\/strong>: Barbara Illowsky, Susan Dean. <strong>Provided by<\/strong>: Open Stax. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/openstax.org\/books\/introductory-statistics\/pages\/1-introduction\">https:\/\/openstax.org\/books\/introductory-statistics\/pages\/1-introduction<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em>. <strong>License Terms<\/strong>: Access for free at https:\/\/openstax.org\/books\/introductory-statistics\/pages\/1-introduction<\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":169134,"menu_order":21,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"OpenStax, Statistics, Measures of the Location of Data\",\"author\":\"\",\"organization\":\"\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"Access for free at https:\/\/openstax.org\/books\/introductory-statistics\/pages\/1-introduction\"},{\"type\":\"cc\",\"description\":\"Introductory Statistics\",\"author\":\"Barbara Illowsky, Susan Dean\",\"organization\":\"Open Stax\",\"url\":\"https:\/\/openstax.org\/books\/introductory-statistics\/pages\/1-introduction\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"Access for free at https:\/\/openstax.org\/books\/introductory-statistics\/pages\/1-introduction\"}]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-662","chapter","type-chapter","status-publish","hentry"],"part":31,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/introstatscorequisite\/wp-json\/pressbooks\/v2\/chapters\/662","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/introstatscorequisite\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/introstatscorequisite\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/introstatscorequisite\/wp-json\/wp\/v2\/users\/169134"}],"version-history":[{"count":7,"href":"https:\/\/courses.lumenlearning.com\/introstatscorequisite\/wp-json\/pressbooks\/v2\/chapters\/662\/revisions"}],"predecessor-version":[{"id":3296,"href":"https:\/\/courses.lumenlearning.com\/introstatscorequisite\/wp-json\/pressbooks\/v2\/chapters\/662\/revisions\/3296"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/introstatscorequisite\/wp-json\/pressbooks\/v2\/parts\/31"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/introstatscorequisite\/wp-json\/pressbooks\/v2\/chapters\/662\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/introstatscorequisite\/wp-json\/wp\/v2\/media?parent=662"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/introstatscorequisite\/wp-json\/pressbooks\/v2\/chapter-type?post=662"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/introstatscorequisite\/wp-json\/wp\/v2\/contributor?post=662"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/introstatscorequisite\/wp-json\/wp\/v2\/license?post=662"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}