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Level of measurement or scale of measure is a classification that describes the nature of information within the values assigned to variables. [1] Psychologist Stanley Smith Stevens developed the best-known classification with four levels, or scales, of measurement: nominal , ordinal , interval , and ratio .
There is a three-level hierarchy of physical measurement standards. At the top of the tree are the master standards – these are known as primary standards. Primary standards are made to the highest metrological quality and are the definitive definition or realization of their unit of measure. [2]
Metrology is a wide reaching field, but can be summarized through three basic activities: the definition of internationally accepted units of measurement, the realisation of these units of measurement in practice, and the application of chains of traceability (linking measurements to reference standards).
The byte has been a commonly used unit of measure for much of the information age to refer to a number of bits. In the early days of computing, it was used for differing numbers of bits based on convention and computer hardware design, but today means 8 bits. A more accurate, but less commonly used name for 8 bits is octet.
A hierarchy (from Greek: ἱεραρχία, hierarkhia, 'rule of a high priest', from hierarkhes, 'president of sacred rites') is an arrangement of items (objects, names, values, categories, etc.) that are represented as being "above", "below", or "at the same level as" one another. Hierarchy is an important concept in a wide variety of fields ...
High-level and low-level, as technical terms, are used to classify, describe and point to specific goals of a systematic operation; and are applied in a wide range of contexts, such as, for instance, in domains as widely varied as computer science and business administration.
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There are five levels in the affective domain, moving through the lowest-order processes to the highest: Receiving: The lowest level; the student passively pays attention. Without this level, no learning can occur. Receiving is about the student's memory and recognition as well. Responding: The student actively participates in the learning process.