Abstract
We offer ways that the inspection paradox can be usefully presented, even in the most elementary statistics courses, and provide guidance about how it can be revisited subsequently in the same course and in succeeding courses. Numerous situations in which the inspection paradox might occur are mentioned, and mathematically simple demonstrations are furnished in order to help convince students of the paradox’s veracity. Although remedial actions for the paradox are given, the main point of view is that the two sampling procedures leading to this apparent paradox are simply alternative methods that yield differing, but bona fide, measures and interpretations for the populations from which the data were obtained. Suggestions for student projects and undergraduate research are given.
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