X. XXXXXX XXX term XXXXX XXXXXXXX & provide an XXXXXXX not XXXXXXXX in XXX text.
A XXXXX XXXXXXXX XX XXXXXXXXXXX XX the interval variable in that it also represents quantity and XXX XXXXXXXX of units. XXXXXXX their XXXXXXXXXX, a XXXXX variable also has an absolute zero, XXXXXXX XXXX no XXXXXXX XXXX exist XXXXX XXXX. Very XXXXX, XXXXXXXX XXXXXXXX will represent XXXXX data (for XXXXXXX, XXXXXX and XXXXXX). If XXX is XXXXXXXXX the XXXXXX XX a XXXXX of XXXX in centimeters, XXXXX XX quantity, XXXXX XXXXX, and that measure cannot XX below zero XXXXXXXXXXX (Introduction, n.d.). XXXXXXXXXX XXXXXXXX of XXXXX XXXXXXXXX XXX:
XXX: Our age XXXXXX XXXX we XXX XXXX and XXXXXXXXX by XXX XXXX XXXX, however, XX XXXXX never XX XXXXXXXXXX XX X XXXXX of age because XXXXXXXXXXX, XX would not exist.XXXXXX: XX one XXXXXXX in at X XXXXXX, they XXXXX XXXXX nothing XXX XXXXXXXXX XXXXX not exist.Height: If you XXXX 0 inches in XXXXXX, you XXXXX have no height, therefore it XXXXX not XXXXX.XXXXX XXXXXXX: XXXXX of XXXX XXXXX that you XXXX XXXXXXX and so XXXXX XXXX’t exist (Ratio, n.d.).XXXXX: XXXXX XXX be XXXXXXXX XX a XXXXX scale because, in XXXXXXXX to having XXX XXXXXXXXXX XX an interval scale, it XXX a XXXX zero XXXXX because XX you have no money, it XXXXX’t exist.
5. XXX are XXX XXXXXX of variables important?
XXX XXXXXX XX variables are XXXXXXXXX because XXXX XX XXX levels XX XXXXXXXXXXX XXXXXXXX a XXXXXXXXX XXXXX XX detail. XXXXXXX provides XXX XXXXX amount XX XXXXXX, ordinal XXXXXXXX the next highest amount XX detail, and interval and XXXXX provide the XXXX amount XX XXXXXX. This is XXXXXXXXXXX one must XXXX in order XX properly evaluate the appropriateness of any statistical XXXXXXXXXX XXXX, and whether the findings derived XXXX XXXX are valid. In XXXXX XXXXX, you can't XXXX whether the results of a research XXXXX XXX credible XXXXXX you know what types of XXXXXXXXX XXXX used in XXX retrieved data (Johnson, n.d.).
A teacher, who holds a master’s in English shared her thoughts XX XXX using levels of variables XXX important. XXX states, “Imagine XXXX you XXX a XXXXXXXXXXXX. XXXXX's a XXX type XX treatment XXX depression XXXX you think XXXX really help XXXX people. But, how XX you know for sure? XXX could XXX it out XX a friend XX XXXXX. He XXX depressed before, and XXXXX the treatment, he's fine. Does XXXX XXXX it will XXXX XXX XXXXX XXXXXX?” (Boyd, n.d.) XXXX Boyd XXXX XXXXX it very XXXXX why the XXXXXX XX variables XXX important, without XXXXX the variables, it XXXXXXX XXXXXX XXXXXXXXXX XX XXXX XXX XXXXXXXX in XXX type XX research XXXX XXX XXXXX XXXXXXX.
6. XXX XXX variable arrest, XXXXXX state the level XX measurement (XXXXXXX, ordinal, interval or XXXXX) & explain why you believe this would XX the XXXXXXX XXXXX.
The variable arrest XX an XXXXXXX of the XXXXXXX level XX measurement. I XXXXXXX this is the XXXXXXX XXXXX because XXX variable will XXXX XXXXXXXX an XXXXXXX XXXXXXXXXXXX XXXXX its observation XXX XXXXX XXX no XXXXXXX XXXXXXXXXXXXX XXXXXXX XXXX. For XXXXXXX, if one were XX XXXXXX the XXXXXXX of a XXXXXX XXXXXX, XXXX XXXXX XX ranked XX that individuals 1st XXXXXX, XXX XXXXXX, XXX XXXXXX, etc. (Data Levels of Measurement, 2017). As XXXXXX XXXXX, the order matters when it comes to XXX ordinal XXXXXXXX, but not XXXX XXX differences XXXXXXX XXX XXXXXX XXX. XXX XXXXXXX, XXX’s XXX an individual has been arrested 10 XXXXX. His sixth arrest may XX XXX a XXXX serious XXXXXX XXXX XXXX XX his XXXXXX arrest. XXX the difference XX seriousness XXXXXXX the XXXXXX XXXXXX and the XXXXXX arrest may XXX be the same as XXXX between XXX sixth XXX XXXXXX; the values are simply expressing an order. An XXXXXXXXXX example would be using the ordinal variable XX XXXX XXX XXXXXXXXXXX’s victims, (e.g. XXX XXXXXX, XXX XXX victim, XXX XXX victim, the XXX victim, etc.). XXXX are XXX XXXXXX XX XXX victims in XXX order he offended each of XXXX, XXXXXXX, he XXX have XXXXXXXXX XXXXXXXXX crimes against XXXX XXX.
ReferencesXXXX, N. (n.d.). The Importance XX Measurement in XXX Research Process. Retrieved XXXXXXXX 18, 2017, XXXX http://study.XXX/XXXXXXX/lesson/XXX-importance-XX-XXXXXXXXXXX-in-the-research-process.XXXXXXXX Levels XX Measurement. (n.d.). XXXXXXXXX XXXXXXXX 18, XXXX, from XXXX://www.XXXXXXXXXXXXXXXXXXX.XXX/XXXX-levels-of-measurement/Introduction XX XXXXXXXXXXX and XXXXXXXXXX. (n.d.). XXXXXXXXX XXXXXXXX XX, XXXX, from XXXX://XXXXXXX.XXXXXXX.edu/woolflm/statwhatis.htmlXXXXXXX, X. X., Ph.D. (n.d.). XXXXXXXXXXXXX for XXX Clinician. Retrieved XXXXXXXX XX, XXXX, XXXX XXXX://XXX.XXX.XXX.XXX/XXXXXXXX/educ_dev/oser/XXXX.HTMXXXXXX XX measurement. (n.d.). XXXXXXXXX November XX, 2017, XXXX http://XXX.XXX.XXXXXXX.XXX/sommerb/sommerdemo/scaling/XXXXXX.htmXXXXXXX Variables. (n.d.). XXXXXXXXX XXXXXXXX XX, 2017, XXXX XXXXX://www.ma.utexas.edu/users/mks/XXXXXXXXXXXX/ordinal.XXXXXXXXXXXX, X., & Lane, X. (n.d.). Retrieved November XX, 2017, XXXX http://onlinestatbook.XXX/2/XXXXXXXXXXXX/XXXXXXXXXXXXXXXXXXXXX.XXXXRatio XXXXX: XXXXXXXXXXX, Examples XX Ratio XXXXXXXXX. (n.d.). Retrieved XXXXXXXX XX, 2017, XXXX http://XXX.XXXXXXXXXXXXXXX.XXX/XXXXX-scale/