Direct Volume Rendering with Nonparametric Models of Uncertainty
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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. -
Inviwo — a Visualization System with Usage Abstraction Levels
IEEE TRANSACTIONS ON VISUALIZATION AND COMPUTER GRAPHICS, VOL X, NO. Y, MAY 2019 1 Inviwo — A Visualization System with Usage Abstraction Levels Daniel Jonsson,¨ Peter Steneteg, Erik Sunden,´ Rickard Englund, Sathish Kottravel, Martin Falk, Member, IEEE, Anders Ynnerman, Ingrid Hotz, and Timo Ropinski Member, IEEE, Abstract—The complexity of today’s visualization applications demands specific visualization systems tailored for the development of these applications. Frequently, such systems utilize levels of abstraction to improve the application development process, for instance by providing a data flow network editor. Unfortunately, these abstractions result in several issues, which need to be circumvented through an abstraction-centered system design. Often, a high level of abstraction hides low level details, which makes it difficult to directly access the underlying computing platform, which would be important to achieve an optimal performance. Therefore, we propose a layer structure developed for modern and sustainable visualization systems allowing developers to interact with all contained abstraction levels. We refer to this interaction capabilities as usage abstraction levels, since we target application developers with various levels of experience. We formulate the requirements for such a system, derive the desired architecture, and present how the concepts have been exemplary realized within the Inviwo visualization system. Furthermore, we address several specific challenges that arise during the realization of such a layered architecture, such as communication between different computing platforms, performance centered encapsulation, as well as layer-independent development by supporting cross layer documentation and debugging capabilities. Index Terms—Visualization systems, data visualization, visual analytics, data analysis, computer graphics, image processing. F 1 INTRODUCTION The field of visualization is maturing, and a shift can be employing different layers of abstraction. -
A Process for Digitizing and Simulating Biologically Realistic Oligocellular Networks Demonstrated for the Neuro-Glio-Vascular Ensemble Edited By: Yu-Guo Yu, Jay S
fnins-12-00664 September 27, 2018 Time: 15:25 # 1 METHODS published: 25 September 2018 doi: 10.3389/fnins.2018.00664 A Process for Digitizing and Simulating Biologically Realistic Oligocellular Networks Demonstrated for the Neuro-Glio-Vascular Ensemble Edited by: Yu-Guo Yu, Jay S. Coggan1 †, Corrado Calì2 †, Daniel Keller1, Marco Agus3,4, Daniya Boges2, Fudan University, China * * Marwan Abdellah1, Kalpana Kare2, Heikki Lehväslaiho2,5, Stefan Eilemann1, Reviewed by: Renaud Blaise Jolivet6,7, Markus Hadwiger3, Henry Markram1, Felix Schürmann1 and Clare Howarth, Pierre J. Magistretti2 University of Sheffield, United Kingdom 1 Blue Brain Project, École Polytechnique Fédérale de Lausanne (EPFL), Geneva, Switzerland, 2 Biological and Environmental Ying Wu, Sciences and Engineering Division, King Abdullah University of Science and Technology, Thuwal, Saudi Arabia, 3 Visual Xi’an Jiaotong University, China Computing Center, King Abdullah University of Science and Technology, Thuwal, Saudi Arabia, 4 CRS4, Center of Research *Correspondence: and Advanced Studies in Sardinia, Visual Computing, Pula, Italy, 5 CSC – IT Center for Science, Espoo, Finland, Jay S. Coggan 6 Département de Physique Nucléaire et Corpusculaire, University of Geneva, Geneva, Switzerland, 7 The European jay.coggan@epfl.ch; Organization for Nuclear Research, Geneva, Switzerland [email protected] Corrado Calì [email protected]; One will not understand the brain without an integrated exploration of structure and [email protected] function, these attributes being two sides of the same coin: together they form the †These authors share first authorship currency of biological computation. Accordingly, biologically realistic models require the re-creation of the architecture of the cellular components in which biochemical reactions Specialty section: This article was submitted to are contained. -
Image Processing on Optimal Volume Sampling Lattices
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Science and Technology 1314 Image processing on optimal volume sampling lattices Thinking outside the box ELISABETH SCHOLD LINNÉR ACTA UNIVERSITATIS UPSALIENSIS ISSN 1651-6214 ISBN 978-91-554-9406-3 UPPSALA urn:nbn:se:uu:diva-265340 2015 Dissertation presented at Uppsala University to be publicly examined in Pol2447, Informationsteknologiskt centrum (ITC), Lägerhyddsvägen 2, hus 2, Uppsala, Friday, 18 December 2015 at 10:00 for the degree of Doctor of Philosophy. The examination will be conducted in English. Faculty examiner: Professor Alexandre Falcão (Institute of Computing, University of Campinas, Brazil). Abstract Schold Linnér, E. 2015. Image processing on optimal volume sampling lattices. Thinking outside the box. (Bildbehandling på optimala samplingsgitter. Att tänka utanför ramen). Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Science and Technology 1314. 98 pp. Uppsala: Acta Universitatis Upsaliensis. ISBN 978-91-554-9406-3. This thesis summarizes a series of studies of how image quality is affected by the choice of sampling pattern in 3D. Our comparison includes the Cartesian cubic (CC) lattice, the body- centered cubic (BCC) lattice, and the face-centered cubic (FCC) lattice. Our studies of the lattice Brillouin zones of lattices of equal density show that, while the CC lattice is suitable for functions with elongated spectra, the FCC lattice offers the least variation in resolution with respect to direction. The BCC lattice, however, offers the highest global cutoff frequency. The difference in behavior between the BCC and FCC lattices is negligible for a natural spectrum. We also present a study of pre-aliasing errors on anisotropic versions of the CC, BCC, and FCC sampling lattices, revealing that the optimal choice of sampling lattice is highly dependent on lattice orientation and anisotropy. -
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. -
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. -
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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 ........................................................................................................................ -
Medical and Volume Visualization SIGGRAPH 2015
Medical and Volume Visualization SIGGRAPH 2015 Nicholas Polys, PhD & Michael Aratow, MD, FACEP Web3D Consortium www.web3d.org Medical WG Chairs Ander Arbelaiz, Luis Kabongo, Aitor Moreno Vicomtech-IK4 Darrell Hurt, Meaghan Coakley, James Terwitt-Drake National Institute of Health (NIH) Daniel Evestedt, Sebastian Ullrich Sensegraphics Update ! Web3D 2015 Annual Conference • Sponsored by ACM SIGGRAPH • in Cooperation with Web3D Consortium and Eurographics • 20th Annual held in Heraklion, Crete June 2015 – See papers @ siggraph.org and acm dl! • Next year in Anaheim co-located with SIGGRAPH Medical and Volume Visualization - X3D highlights - X3DOM (X3D + HTML5 + WebGL) Consortium • Content is King ! – Author and deploy interactive 3D assets and environments with confidence, royalty-free – Required: Portability, Interoperability, Durability • Not-for-profit, member-driven organization • International community of creators, developers, and users building evolving over 20 years of graphics and web technologies • Open Standards ratification (ISO/IEC) Medical and Volume Visualization The Web3D Consortium Medical Working Group is chartered to advance open 3D communication in the healthcare enterprise • BOFs, workshops, and progress since 2008 when TATRC sparked the flame with ISO/IEC Volume Component in X3D PUBLIC WIKI: http://www.web3d.org/wiki/index.php/X3D_Medical Web3D.org Medical Working Group • Reproducible rendering and presentations for stakeholders throughout the healthcare enterprise (and at home): – Structured and interactive virtual