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The Efficacy of Concept Mapping As a Learning Tool in Life-Span Development Classes
Perspectives In Learning Volume 17 | Number 1 Article 5 9-27-2018 The fficE acy of Concept Mapping as a Learning Tool in Life-Span Development Classes Joseph A. Mayo Gordon State College, [email protected] Follow this and additional works at: https://csuepress.columbusstate.edu/pil Part of the Psychology Commons Recommended Citation Mayo, J. A. (2018). The Efficacy of Concept Mapping as a Learning Tool in Life-Span Development Classes. Perspectives In Learning, 17 (1). Retrieved from https://csuepress.columbusstate.edu/pil/vol17/iss1/5 This Research is brought to you for free and open access by the Journals at CSU ePress. It has been accepted for inclusion in Perspectives In Learning by an authorized editor of CSU ePress. MAYO The Efficacy of Concept Mapping as a Learning Tool in Life-Span Development Classes Joseph A. Mayo Gordon State College Abstract The effectiveness of concept mapping on learning has been reported in research across a number of undergraduate disciplines. The purpose of the present investigation was to add to the existing literature on concept mapping in the teaching of psychology through systematic comparisons of learning in undergraduate life-span development classes. In one group, students completed concept-mapping assignments. In another group, they completed written assignments with features of relationship-identification shared with concept mapping. The combined results of quantitative and qualitative comparisons favored concept mapping over the more traditional learning assignments. Implications for future classroom research are discussed. Over a 12-year span beginning in the most abstract to increasingly more specific; late 1970s, Joseph D. Novak led a group of and cross-links are connections between researchers at Cornell University who initially discrete concepts in distant parts of pioneered concept mapping as a graphic the map that illustrate recognition of broad organizational and meta-learning strategy linkages within a topic (Mayo, 2010; Novak that assists in knowledge configuration (see & Cañas, 2008). -
Vendorgraphs | DATA VISUALIZATION Samuel J Park | Liberty University | Thesis Thank You
VENDORGraphs | DATA VISUALIZATION Samuel J Park | Liberty University | Thesis Thank you. Thank you to my professors and professional advisors that helped me in my design journey. I would especially like to thank my wife, Tina, and kids, for helping me complete this degree. I can’t thank you enough for your support and encouragement to help me get through this challeng- ing process. It’s been a crazy few years, but I will continue to strive in my educational and professional career to provide a better life for us. A thesis submitted to Liberty University for VENDORGraphs Master of Fine Arts in Studio and Digital Arts. DATA VISUALIZATION Samuel J Park | Liberty University | Thesis Monique Maloney Marvin Eans Monica Bruenjes Todd Smith VENDORGraphs | PART I Research CONTENTS INTRODUCTION OF RESEARCH 9 RESEARCH PROBLEM 11 RESEARCH STATEMENT 12 LITERATURE REVIEW 16 KNOWLEDGE GAP 27 RESEARCH METHODS 28 STAKEHOLDERS 36 RESEARCH IMPLICATIONS 41 CONCLUSION 42 https://www.storyblocks.com/stock-image/frustrated-young-busi- ness-man-r7vzg2dqowj6gtwvgr “I’ve got data, but I have no idea what it means or how to read it.” Greg Thompson, Dealership Owner TITLE & DESCRIPTION Creating a data visualization solution for automotive dealers to enhance sales performance. As many auto dealers use over 20 vendors per store, it is very difficult to keep track of vendor performance. Therefore, auto dealers need a tool that explains vendor performance through visual charts and graphs. VendorGraphs will meet this need. Currently, auto dealerships use Customer Relationship Management (CRM) tools to keep track of their marketing efforts. However, there is an over- whelming amount of data that managers have to filter through to understand what is going on. -
Concept Mapping Slide Show
5/28/2008 WHAT IS A CONCEPT MAP? Novak taught students as young as six years old to make Concept Mapping is a concept maps to represent their response to focus questions such as “What is technique for knowledge water?” and “What causes the Assessing learner understanding seasons?” assessment developed by JhJoseph D. NkNovak in the 1970’s Novak’s work was based on David Ausubel’s theories‐‐stressed the importance of prior knowledge in being able to learn new concepts. If I don’t hold my ice cream cone The ice cream will fall off straight… A WAY TO ORGANIZE A WAY TO MEASURE WHAT WE KNOW HOW MUCH KNOWLEDGE WE HAVE GAINED A WAY TO ACTIVELY A WAY TO IDENTIFY CONSTRUCT NEW CONCEPTS KNOWLEDGE 1 5/28/2008 Semantics networks words into relationships and gives them meaning BRAIN‐STORMING GET THE GIST? oMINDMAP HOW TO TEACH AN OLD WORD CLUSTERS DOG NEW TRICKS?…START WITH FOOD! ¾WORD WEBS •GRAPHIC ORGANIZER 9NETWORKING SCAFFOLDING IT’S ALL ABOUT THE NEXT MEAL, RIGHT FIDO?. EFFECTIVE TOOLS FOR LEARNING COLLABORATIVE 9CREATE A STUDY GUIDE CREATIVE NOTE TAKING AND SUMMARIZING SEQUENTIAL FIRST FIND OUT WHAT THE STUDENTS KNOW IN RELATIONSHIP TO A VISUAL TRAINING SUBJECT. STIMULATING THEN PLAN YOUR TEACHING STRATEGIES TO COVER THE UNKNOWN. PERSONAL COMMUNICATING NEW IDEAS ORGANIZING INFORMATION 9AS A KNOWLEDGE ASSESSMENT TOOL REFLECTIVE LEARNING (INSTEAD OF A TEST) A POST‐CONCEPT MAP WILL GIVE INFORMATION ABOUT WHAT HAS TEACHING VOCABULARLY BEEN LEARNED ASSESSING KNOWLEDGE 9PLANNING TOOL (WHERE DO WE GO FROM HERE?) IF THERE ARE GAPS IN LEARNING, RE‐INTEGRATE INFORMATION, TYING IT TO THE PREVIOUSLY LEARNED INFORMATION THE OBJECT IS TO GENERATE THE LARGEST How do you construct a concept map? POSSIBLE LIST Planning a concept map for your class IN THE BEGINNING… LIST ANY AND ALL TERMS AND CONCEPTS BRAINSTORMING STAGE ASSOCIATED WITH THE TOPIC OF INTEREST ORGANIZING STAGE LAYOUT STAGE WRITE THEM ON POST IT NOTES, ONE WORD OR LINKING STAGE PHRASE PER NOTE REVISING STAGE FINALIZING STAGE DON’T WORRY ABOUT REDUNCANCY, RELATIVE IMPORTANCE, OR RELATIONSHIPS AT THIS POINT. -
Different Types of Graphic Organizers and Their Uses (2005)
Different Types of Graphic Organizers and Their Uses Graphic organizers are visual displays of key content information designed to benefit learners who have difficulty organizing information (Fisher & Schumaker, 1995). Graphic organizers are meant to help students clearly visualize how ideas are organized within a text or surrounding a concept. Graphic organizers provide students with a structure for abstract ideas. Graphic organizers can be categorized in many ways according to the way they arrange information: hierarchical, conceptual, sequential, or cyclical (Bromley, Irwin-DeVitis, & Modlo, 1995). Some graphic organizers focus on one particular content area. For example, a vast number of graphic organizers have been created solely around reading and pre-reading strategies (Merkley & Jeffries, 2000). Different types of graphic organizers and their uses are illustrated below. Concept Map Early Means of Transportation A concept map is a general organizer that shows a central idea with its corresponding characteristics. Concept maps can take many canoe walking horses different shapes and can be used to show any type of relationship that can be labeled. Maps are excellent for brainstorming, activating water land land prior knowledge, or generating synonyms. Maps can be used to show hierarchical relationships with the most important concepts fast slow carry placed at the top. goods Flow Diagram or Sequence Chart Steps to Preparing for the Spelling Test A flow diagram or sequence chart shows a series of steps or events in the order in which they take 1 2 3 place. Any concept that has a distinct order can be displayed in this type of organizer. It is an Write your Write the Number excellent tool for teaching students the steps name on date under your paper necessary to reach a final point. -
CONNECTING to COLLECTIONS PENNSYLVANIA a Five-Year Preservation Plan for Pennsylvania PROJECT OVERVIEW
CONNECTING TO COLLECTIONS PENNSYLVANIA a five-year preservation plan for Pennsylvania PROJECT OVERVIEW Imagining Our Future: Preserving Pennsylvania’s Collections, published in August 2009, includes an in-depth analysis of conditions and needs at Pennsylvania’s collecting institutions, a detailed preservation plan to improve collections care throughout the state, and a five-year implementation timetable (2010-2015). The analysis concludes that many of Pennsylvania’s most important historic holdings must be considered at risk. Millions of items comprise these collections, and the financial resources available to care for them are limited and shrinking. Pennsylvania is a state vibrant with world-class art museums, libraries, historic sites. Arts and culture play a substantial role in creating business, jobs, and bringing revenue into the state and stewardship of its artifacts is too important —to the state, to the people, to the history of country—to be ignored. This call to action is a rallying cry for all future generations of Pennsylvanians. With generous support from the Institute of Museum and Library Services, and in close partnership with three leading preservation organizations, the Pennsylvania Historical and Museum Commission (PHMC), the Pennsylvania Federation of Museums and Historical Organizations (PFMHO), and LYRASIS, the Conservation Center for Arts & Historic Artifacts organized and led the assessment and planning process. The project was capably guided by a Task Force with representatives from the Office of (PA) Commonwealth Libraries, the Western Pennsylvania Museum Council, the Pennsylvania Caucus of the Mid- Atlantic Regional Archives Conference, Pennsylvania State University, the Philadelphia Area Consortium of Special Collections Libraries, the University of Pittsburgh, and Carnegie Mellon University. -
Arxiv:2001.11604V2 [Cs.PL] 6 Sep 2020 of Trigger Conditions, Having an in Situ Infrastructure That Simplifies Results They Desire
DIVA: A Declarative and Reactive Language for in situ Visualization Qi Wu* Tyson Neuroth† Oleg Igouchkine‡ University of California, Davis, University of California, Davis, University of California, Davis, United States United States United States Konduri Aditya§ Jacqueline H. Chen¶ Kwan-Liu Ma|| Indian Institute of Science, India Sandia National Laboratories, University of California, Davis, United States United States ABSTRACT for many applications. VTK [61] also partially adopted this ap- The use of adaptive workflow management for in situ visualization proach, however, VTK is designed for programming unidirectional and analysis has been a growing trend in large-scale scientific simu- visualization pipelines, and provides limited support for highly dy- lations. However, coordinating adaptive workflows with traditional namic dataflows. Moreover, the synchronous dataflow model is procedural programming languages can be difficult because system somewhat difficult to use and does not always lead to modular pro- flow is determined by unpredictable scientific phenomena, which of- grams for large scale applications when control flows become com- ten appear in an unknown order and can evade event handling. This plicated [19]. Functional reactive programming (FRP) [19,24,48,53] makes the implementation of adaptive workflows tedious and error- further improved this model by directly treating time-varying values prone. Recently, reactive and declarative programming paradigms as first-class primitives. This allowed programmers to write reac- have been recognized as well-suited solutions to similar problems in tive programs using dataflows declaratively (as opposed to callback other domains. However, there is a dearth of research on adapting functions), hiding the mechanism that controls those flows under these approaches to in situ visualization and analysis. -
Direct Volume Rendering with Nonparametric Models of Uncertainty
Direct Volume Rendering with Nonparametric Models of Uncertainty Tushar Athawale, Bo Ma, Elham Sakhaee, Chris R. Johnson, Fellow, IEEE, and Alireza Entezari, Senior Member, IEEE Fig. 1. Nonparametric models of uncertainty improve the quality of reconstruction and classification within an uncertainty-aware direct volume rendering framework. (a) Improvements in topology of an isosurface in the teardrop dataset (64 × 64 × 64) with uncertainty due to sampling and quantization. (b) Improvements in classification (i.e., bones in gray and kidneys in red) of the torso dataset with uncertainty due to downsampling. Abstract—We present a nonparametric statistical framework for the quantification, analysis, and propagation of data uncertainty in direct volume rendering (DVR). The state-of-the-art statistical DVR framework allows for preserving the transfer function (TF) of the ground truth function when visualizing uncertain data; however, the existing framework is restricted to parametric models of uncertainty. In this paper, we address the limitations of the existing DVR framework by extending the DVR framework for nonparametric distributions. We exploit the quantile interpolation technique to derive probability distributions representing uncertainty in viewing-ray sample intensities in closed form, which allows for accurate and efficient computation. We evaluate our proposed nonparametric statistical models through qualitative and quantitative comparisons with the mean-field and parametric statistical models, such as uniform and Gaussian, as well as Gaussian mixtures. In addition, we present an extension of the state-of-the-art rendering parametric framework to 2D TFs for improved DVR classifications. We show the applicability of our uncertainty quantification framework to ensemble, downsampled, and bivariate versions of scalar field datasets. -
Download This PDF File
Journal of English Language Teaching Volume 7 No. 4 Journal of English Language Teaching ISSN 2302-3198 Published by English Language Teaching Study Program of FBS Universitas Negeri Padang available at http://ejournal.unp.ac.id/index.php/jelt Teaching Reading Descriptive Text by Using Tree Mapping for Senior High School Students Katrina Vabiola1, Fitrawati2 English Department Faculty of Languages and Arts State University of Padang email: [email protected] Abstract The teacher can use tree mapping in teaching reading descriptive text in the teaching and learning process. By applying this technique, the students can get interest and understand the descriptive text well. The objective of this paper is to help the students to organize their ideas and write the ideas in a good order. Besides that, the teacher also has to give more time for teaching reading especially in teaching text in order to increase the students’ ability in reading descriptive text. Reading descriptive text through tree mapping brings the students to new kind of situation. It would help both the teacher and the students to revise the students’ reading method and made reading more fun than the way it used to be. Keywords: Tree Mapping, Descriptive Text, Reading. A. INTRODUCTION Based on the regulation of Indonesian education government, English teaching begins from junior high school, because of that, most of the students have been have a basic knowledge about the English language to come to senior high school. Besides listening, writing, and speaking, reading is one of the basic knowledge that very important to learn. Anderson (2008:4) states that much of the information available in the world comes in the format of print. -
Learning-Focused Strategies Notebook Teacher Materials
Learning-Focused® Strategies Notebook Teacher Materials ©2004 Learning Concepts, Inc. Learning-Focused® Strategies Notebook Teacher Materials Dr. Max Thompson & Dr. Julia Thompson Learning Concepts Inc. PO Box 2112 Boone, NC 28607 (866) 95-LEARN (866) 77-LEARN Fax www.learningconcepts.org Duplication permitted exclusively for classroom use by owner of Learning-Focused® Strategies Notebook. - 1 - Learning-Focused® Strategies Notebook Teacher Materials ©2004 Learning Concepts, Inc. Table of Contents * KWL ……………………..…………………………………...…... 4 * KWL Plus ……………………..……………………………….… 8 * Word Map Outline ……………………..………………….…..... 9 * Frayer Diagrams ……..…………………………………....…… 10 * Folk Tales Story Map …..…………………………………....... 12 * Fish Bone (cause/effect) …………………………………........ 13 * Cause and Event ……………………………………............… 14 * Cause and Effect ………………………………………………. 15 * Flow Chart (Sequence) ……………………………………….. 16 * Cycle Graph (Sequence and Repeat) ……………………….. 17 * Compare and Contrast ………………………………………... 18 * Compare and Contrast with Summary ………………………. 19 * Describing an Event (Abstracting) …………………………… 20 * Descriptive Organizer (Literary Element) ……………………. 21 * Details (Literary Element) ……………………………………... 22 * Story Map (Literary Element) …………………………………. 23 * Story Pyramid (Characterization) …………………………….. 24 * Character Map (Literary Element) ……………………………. 25 * Story Worm (Literary Elements) ……………………………… 26 * Story Map Showing Character Change ……………………… 27 * Matrix (compare and contrast several items) ……………….. 28 * Web Diagram (classifying) ……………………………………. -
Graphic Organizers?
Content Pages Chapter 1: Introduction .............................................................................................................. 1 Chapter 2: What are Graphic Organizers? ............................................................................... 3 Chapter 3: Types of Graphic Organizers................................................................................... 5 Chapter 4: Specific Benefits to Students and Teachers.......................................................... 7 Chapter 5: How to Use the Graphic Organizers? .................................................................... 9 Chapter 6: Thinking Skills and Graphic Organizers ............................................................... 11 Chapter 7: Graphic Organizers: Description, Procedures and Exemplars ......................... 13 Big Question Map ....................................................................................................................................... 14 Characteristics Map ................................................................................................................................... 18 Circle Organizer ............................................................................................................................................ 22 Compare Map ............................................................................................................................................... 26 Concept Definition Map ........................................................................................................................ -
Examples of Graphic Organizers and Their Uses
Examples Of Graphic Organizers And Their Uses Grasping Clark never upcast so smirkingly or worth any bitcheries clannishly. Scrap Giffer denationalizing that. Laurence prigging her organisability studiedly, smudgy and undeveloped. Graphic organizers use different types of visual patterns and shapes to organize. Journaling pages and their story map and new information better understand that some examples of graphic organizers and their uses for each. The students remember information, a lesson or written. Lets students entering your social studies students write in this way to listen to try to learning board and venn diagrams. By matt presenting an inclusive classroom? Venn diagram is learned in to your children interact with a learner with a peacock by their own graphic organizers to analyze possible, stories within it! Products identified in such tools effectively utilize a graph theory, and add another use with each week. The examples are easily be necessary cookies may not. Students identify similar to represent any book, or choosing a free educational setting. Templates for example drawn with us on. As this type of science assignments systematically and populations of graphic organizers? How did it could be used by miss tiina at geneseo, why should be used for a response from listing of. Ell students color blocks on graphic organizers discussed in it will place the tips section below and their mental health. This matrix notes with lines off each original educational tool but it encourages self learning process is download and. This sheet or semantic maps are for what is not seem difficult books. Flow charts are great resource materials easier to your classes that are a picture icon above it we can compare many storytelling form will deepen the organizers of graphic and examples so! Once you generally more. -
William Penn's Legacy
William Penn’s Legacy A TrAdiTion of diversiTy AnnuAl reporT 2010–2011 Pennsylvania Historical and Museum Commission Pennsylvania Heritage Society® A Tradition of Diversity COURTESY HISTORICAL SOCIETY OF PENNSYLVANIA ounded in 1913 as the Pennsylvania Historical On October 25, 2010, Kim Sajet, president and CEO of the Historical fCommission and reorganized in 1945 as the Society of Pennsylvania (HSP), and Philadelphia Mayor Michael A. Pennsylvania Historical and Museum Commission Nutter unveiled a state historical marker honoring the organization, (PHMC), the commonwealth’s official history agency founded in 1824. HSP, located at 1300 Locust St. in Philadelphia documents, preserves and interprets the Keystone since 1884, is among the nation’s oldest historical institutions. State’s diverse history and heritage. Recognizing the PHMC manages a statewide system of programs enormous diversity of citizens and communities—and supporting the preservation of Pennsylvania’s unique their precious heritage—PHMC employs a wide range and diverse historical and cultural character. Governed of programs to protect and share their stories. To by a board of appointed commissioners, the agency capture and chronicle this historic legacy, PHMC employs 217 individuals through commonwealth installs state historical markers; publishes relevant service and an equal number by nonprofit groups educational and interpretive material both in print and supporting PHMC and its initiatives. In addition, on the Web; designates historic properties—including volunteers contribute