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  <name xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">Graphing Qualitative Variables</name>
  <metadata xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">
  <md:version xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">2.12</md:version>
  <md:created xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">2002/10/24</md:created>
  <md:revised xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">2003/06/27 10:06:08.651 GMT-5</md:revised>
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      <md:firstname xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">David</md:firstname>
      
      <md:surname xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">Lane</md:surname>
      <md:email xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">lane@rice.edu</md:email>
    </md:author>
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      <md:firstname xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">David</md:firstname>
      
      <md:surname xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">Lane</md:surname>
      <md:email xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">lane@rice.edu</md:email>
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    <md:maintainer xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="meyer">
      <md:firstname xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">Eileen</md:firstname>
      
      <md:surname xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">Meyer</md:surname>
      <md:email xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">meyer@rice.edu</md:email>
    </md:maintainer>
    <md:maintainer xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="lizzardg">
      <md:firstname xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">Elizabeth</md:firstname>
      
      <md:surname xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">Gregory</md:surname>
      <md:email xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">lizzardg@rice.edu</md:email>
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    <md:keyword xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">Qualitative Variables</md:keyword>
    <md:keyword xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">Statistics</md:keyword>
  </md:keywordlist>

  <md:abstract xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/"/>
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  <content xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">
    <para xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="para1">
      When Apple Computer introduced the iMac computer in August 1998,
      the company wanted to learn whether the iMac was expanding
      Apple?s market share. Was the iMac just attracting previous
      Macintosh owners? Or was it purchased by newcomers to the
      computer market, and by previous Windows users who were
      switching over? To find out, 500 iMac customers were
      interviewed. Each customer was categorized as a previous
      Macintosh owners, a previous Windows owner, or a new computer
      purchaser. This section examines graphical methods for
      displaying the results of the interviews. We'll learn some
      general lessons about how to graph data that fall into a small
      number of categories. A later section will consider how to graph
      numerical data in which each observation is represented by a
      number in some range. The key point about the qualitative data
      that occupy us in the present section is that they do not come
      with a pre-established ordering (the way numbers are
      ordered). For example, there is no natural sense in which the
      category of previous Windows users comes before or after the
      category of previous iMac users. This situation may be
      contrasted with quantitative data, such as a person?s
      weight. People of one weight are naturally ordered with respect
      to people of a different weight.
    </para>
    
    <section xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="sect1">
      <name xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">Frequency Tables</name>
    
      <para xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="para3">
	All of the graphical methods shown in this section are derived
	from frequency tables. <cnxn xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" target="table1"/> shows a
	frequency table for the results of the iMac study; it shows
	the frequencies of the various response categories. It also
	shows the relative frequencies, which are the proportion of
	responses in each category. For example, the relative
	frequency for "none" of
	<m:math>
	  <m:apply>
	    <m:eq/>
	    <m:cn>0.17</m:cn>
	    <m:cn type="rational">85<m:sep/>500</m:cn>
	  </m:apply>
	</m:math>. 
      </para>

      <table xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="table1" frame="all">
	<name xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">Frequency Table for the Mac Data</name>
	<tgroup xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" cols="3" align="left" colsep="1" rowsep="1">
	  <thead xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" valign="top">
	    <row xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">
	      <entry xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">
		Previous Ownership
	      </entry>
	      <entry xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">
		Frequency
	      </entry>
	      <entry xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">
		Relative Frequency
	      </entry>
	    </row>
	  </thead>
	  <tbody xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" valign="top">
	    <row xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">
	      <entry xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">
		None
	      </entry>
	      <entry xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" align="center">
		85
	      </entry>
	      <entry xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" align="center">
		0.17
	      </entry>
	    </row>
	    <row xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">
	      <entry xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">
		Windows
	      </entry>
	      <entry xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" align="center">
		60
	      </entry>
	      <entry xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" align="center">
		0.12
	      </entry>
	    </row>
	    <row xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">
	      <entry xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">
		Macintosh
	      </entry>
	      <entry xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" align="center">
		355
	      </entry>
	      <entry xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" align="center">
		0.71
	      </entry>
	    </row>
	    <row xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">
	      <entry xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">
		Total
	      </entry>
	      <entry xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" align="center">
		500
	      </entry>
	      <entry xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" align="center">
		1.00
	      </entry>
	    </row>
	  </tbody>
	</tgroup>
      </table>
    </section>

    <section xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="sect2">
      <name xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">Pie Charts</name> 
      <para xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="para5"> 
	The pie chart in <cnxn xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" target="fig1"/> shows the results of
	the iMac study. In a pie chart, each category is represented
	by a slice of the pie. The area of the slice is proportional
	to the percentage of responses in the category. This is simply
	the relative frequency multiplied by 100. Although most iMac
	purchasers were Macintosh owners, Apple was encouraged by the
	12% of purchasers who were former Windows users, and by the
	17% of purchasers who were buying a computer for the first
	time.

	<figure xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="fig1">
	  <media xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" type="image/gif" src="imac_pie.gif"/>
	  <caption xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">Pie chart of iMac purchases illustrating frequencies of
	    previous computer ownership. 
	  </caption>
	</figure>

      Pie charts are effective for displaying the relative frequencies
      of a small number of categories. They are not recommended,
      however, when you have a large number of categories. Pie charts
      can also be confusing when they are used to compare the outcomes
      of two different surveys or experiments. In an influential book
      on the use of graphs, Edward Tufte asserted <quote xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">"The only worse
      design than a pie chart is several of them"</quote>.
      </para>

      <para xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="para7">Here is another important point about pie
      charts. If they are based on a small number of observations, it
      can be misleading to label the pie slices with percentages. For
      example, if just 5 people had been interviewed by Apple
      Computers, and 3 were former Windows users, it would be
      misleading to display a pie chart with the Windows slice showing
      60%. With so few people interviewed, such a large percentage of
      Windows users might easily have accord since chance can cause
      large errors with small samples. In this case, it is better to
      alert the user of the pie chart to the actual numbers
      involved. The slices should therefore be labeled with the actual
      frequencies observed (<foreign xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">e.g.</foreign>, 3) instead of
      with percentages.
      </para>
    </section>

    <section xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="sect3">
      <name xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">Bar Charts</name> 
      <para xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="para9"> 
	Bar charts can also be used to represent frequencies of
	different categories. A bar chart of the iMac purchases is
	shown in <cnxn xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" target="fig2"/>. Frequencies are shown on the Y
	axis and the type of computer previously owned is shown on the
	X axis. Typically the Y-axis shows the number of observations
	rather than the percentage of observations in each category as
	is typical in pie charts.
      <figure xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="fig2">
	<media xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" type="image/gif" src="imac.gif"/>
	<caption xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">Bar chart of iMac purchases as a function of
	previous computer ownership. 
        </caption>
      </figure>
      </para>
      <note xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" type="Guidelines"><link xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" src="http://www.eia.doe.gov/neic/graphs/bars.htm">EIA
	guidelines for statistical graphs.  </link></note>
      
      <section xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="sect4">
	<name xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">Comparing Distributions</name> 
	<para xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="para12"> 
	  Often we need to compare the results of different surveys,
	  or of different conditions within the same overall
	  survey. In this case, we are comparing the
	  <term xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">distributions</term> of responses between the surveys
	  or conditions. Bar charts are often excellent for
	  illustrating differences between two distributions. <cnxn xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" target="fig3"/> shows the number of people playing card
	  games at the Yahoo website on a Sunday and on a Wednesday on
	  a day in the Spring of 2001. We see that there were more
	  players overall on Wednesday compared to Sunday. The number
	  of people playing Pinochle was nonetheless the same on these
	  two days. In contrast, there were about twice as many people
	  playing hearts on Wednesday as on Sunday. Facts like these
	  emerge clearly from a well-designed bar chart.
	  <figure xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="fig3">
	    <media xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" type="image/gif" src="games.gif"/>
	    <caption xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">
	      A bar chart of the number of people playing different
	      card games on Sunday and Wednesday.
	    </caption>
	  </figure>
	  The bars in <cnxn xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" target="fig3"/> are oriented horizontally
	  rather than vertically. The horizontal format is useful when
	  you have many categories because there is more room for the
	  category labels. Such <emphasis xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">horizontal</emphasis> bar charts may
	  be contrasted with <emphasis xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">vertical</emphasis> bar charts like the
	  one in <cnxn xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" target="fig4"/>.
	  <note xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" type="Example">
	    <link xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" src="http://psych.rice.edu/online_stat/case_studies/diet/diet.html">
	      Another example using bar charts to compare
	      distributions.
	    </link>
	  </note>
	  We'll have more to say about bar charts when we consider
	  numerical quantities later in this chapter. (See <cnxn xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" document="m10217">Bar Charts</cnxn>.)
	</para>
      </section>
    </section>

    <section xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="sect5">
      <name xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">Some graphical mistakes to avoid</name> 
      <para xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="para17">
	Don't get fancy! People sometimes add features to graphs that
	don't help to convey their information. For example,
	3-dimensional bar charts like the one shown in <cnxn xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" target="fig4"/> are usually not as effective as their
	two-dimensional counterparts.
	<figure xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="fig4">
	  <media xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" type="image/gif" src="3DiMac.gif"/> 
	  <caption xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">
	    A three-dimensional version of <cnxn xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" target="fig2"/>.
	  </caption>
	</figure>
	Here is another way that fanciness can lead to
	trouble. Instead of plain bars, it is tempting to substitute
	meaningful images. For example, <cnxn xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" target="fig6"/> presents
	the iMac data using pictures of computers. The heights of the
	pictures accurately represent the number of buyers, yet <cnxn xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" target="fig6"/> is misleading because the viewer's attention
	will be captured by areas. This can exaggerate the size
	differences between the groups. In terms of percentages, the
	ratio of previous Macintosh owners to previous Windows owners
	is about 6 to 1. But the ratio of the two areas in <cnxn xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" target="fig6"/> is about 35 to 1. A biased person wishing to
	hide the fact that many Windows owners purchased iMacs would
	be tempted to use <cnxn xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" target="fig6"/> instead of <cnxn xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" target="fig2"/>!  <cite xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" src="#Tufte">Edward Tufte</cite> coined
	the term <term xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">lie factor</term> to refer to the ratio of the size of the
	effect shown in a graph to the size of the effect shown in the
	data. He suggests that lie factors greater than 1.05 or less
	than 0.95 produce unacceptable distortion.
	<figure xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="fig6">
	  <media xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" type="image/gif" src="lie_factor.gif"/> 
	  <caption xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/"> 
	    A redrawing of <cnxn xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" target="fig2"/> with a lie factor
	    greater than 8.
	  </caption>
	</figure>
	Another distortion in bar charts results from setting the
	baseline to a value other than zero. The baseline is the
	bottom of the Y-axis, representing the least number of cases
	that could have occurred in a category. Normally, this number
	should be zero. <cnxn xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" target="fig7"/> shows the iMac data with
	a baseline of 50. Once again, the difference in areas suggests
	a different story than the true differences in
	percentages. The number of Windows-switchers seems minuscule
	compared to its true value of 12%.
	<figure xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="fig7">
	  <media xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" type="image/gif" src="imac_baseline.gif"/> 
	  <caption xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">
	    A redrawing of <cnxn xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" target="fig2"/> with a baseline of
	    50.
	  </caption>
      </figure>
      Finally, we note that it is a serious mistake to use a line
      graph when the X-axis contains merely qualitative variables. A
      line graph is essentially a bar graph with the tops of the bars
      represented by points joined by lines (the rest of the bar is
      suppressed). <cnxn xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" target="fig5"/> inappropriately shows a line
      graph of the card game data from Yahoo. The drawback to <cnxn xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" target="fig5"/> is that it gives the false impression that the
      games are naturally ordered in a numerical way.
      </para>
      <figure xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="fig5">
	<media xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" type="image/gif" src="bad_line.gif"/>
        <caption xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">A line graph of the number of people playing
	different card games on Sunday and Wednesday.</caption>
      </figure>
    </section>

    <section xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="sect7">
      <name xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">Summary</name>

      <para xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="para22">
	Pie charts and bar charts can both be effective methods of
	portraying qualitative data. Bar charts are better when there
	are more than just a few categories and for comparing two or
	more distributions. Be careful to avoid creating misleading
	graphs.
      </para>

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	<param name="archive" value="questionbase.jar"/>
	<param name="width" value="480"/>
	<param name="height" value="550"/>
	<param name="XML" value="graphing_qualitative.xml"/>
	<param name="Background" value="16775375"/>
	<param name="FontSize" value="14"/>
      </media>
      
    </section>
  </content>
  <bib:file>
    <bib:entry id="Tufte">
      <bib:book>
	<bib:author>E.R. Tufte</bib:author> 
	<bib:title>The visual display of quantitative information</bib:title>
	<bib:publisher>Graphics Press</bib:publisher>
	<bib:year>1983</bib:year> 
	<bib:address>Cheshire, Connecticut</bib:address>
      </bib:book>
    </bib:entry>
  </bib:file>
</document>
