InfoVis:Wiki - User contributions [en]

Teaching:TUW - UE InfoVis WS 2009/10 - Gruppe 03 - Aufgabe 4

2010-01-02T11:27:43Z

E0201040: first part of documentation

== Aufgabenstellung ==
[http://ieg.ifs.tuwien.ac.at/~gschwand/teaching/infovis_ue_ws09/infovis_ue_aufgabe4.html Beschreibung der Aufgabe 4]
=== Zu erstellende Visualisierung ===
-------------------------------
* Stammbaum der Nachkommen von Lisa und Bart Simpson*

...Visualisierung der Nachkommen von Lisa Simpson sowie der Nachkommen von Bart Simpson. Dabei sollen zwei Stammbäume entstehen - einer von Bart und einer von Lisa - die dann miteinander verglichen werden können. Zuerst kommen Lisa und Bart, dann deren Kinder, ihre Enkel, etc. (mind 4 Generationen). Da es noch keine Nachkommen gibt, können diese frei erfunden werden.

Die Visualisierung soll folgende Informationen darstellen:

- Verwandtschaftsverhältnisse (zumindest Eltern-Kinder),

- Unterscheidung zwischen Blutsverwandtschaft und angeheirateten Familienmitgliedern,

- Geburts- und Todestag sowie Lebensdauer von allen Familienmitgliedern,

- wichtige Ereignisse im Leben jedes Familienmitglieds (z.B., Anzeigen, Gefängnisaufenthalte, Schulzeit, Studienzeit, Nobelpreise, Arbeitslosigkeit etc.)

- Zufriedenheit jedes Familienmitglieds (Skala: sehr niedrig - niedrig - mittel - hoch - sehr hoch); kann sich im Laufe des Lebens ändern.

Die Visualisierung soll die interaktive Auseinandersetzung mit den Daten ermöglichen.
Verpflichtend:
Möglichkeiten zum besseren Vergleich von einzelnen Abschnitten der Stammbäume bzw. Vergleich von Ausschnitten aus Lisas und Barts Stammbäumen.
+ mind. 2 weitere Interaktionsmöglichkeiten (z.B., Details on Demand, Filteroptionen)

Allgemein:

- Die Daten sollen zur Analyse von Zusammenhängen zwischen Familienverhältnissen, wichtigen Ereignissen und Zufriedenheit visualisiert werden (die Anwendungsgebiets- und Zielgruppenanalyse kann kurz gehalten werden).

- Die bisher erlernten Design-Prinzipien sollen umgesetzt werden z.B.: Optimierung der Data-ink ratio (keine Comics!), visuelle Attribute (Größe, Farbe, Position, etc.) sollen sinnvoll eingesetzt werden (Information darstellen).

- Die Mockups sollten zumindest 1) die beiden Stammbäume im Überblick und 2) eine detaillierte Vergleichsansicht von 2 Teil-Stammbäumen wiedergeben.

- Alle nicht angeführten Daten können frei erfunden werden.

------------------------------

== Description of application area, data, target group and tasks ==

=== Application area and data ===

Family tree analysis is used to find out more about ancestors. The graph (tree) shows the connections between ancestors and the tree’s nodes give access to more detailed information about a certain ancestor (e.g. date of birth, occupations, …).
The most important data used to visualize the family structure are date of birth and date of death of a person. Additional nominal data like name of husband/wife and children (may also be represented by connections to according tree nodes), occupations and other important events in life.

=== Target group ===
Target group for family trees are usually people, who would like to know more about their ancestors. The tree is seldom created by these people themselves, but by experts. Hence a visualization has to be applicable for users, who seek for information and people, who create these graphs.

=== Goals===
* The graph needs to be as simple as possible to be useful for most people and still contain all information needed.
* The chosen visualization shouldn’t distract people from the most important data shown, which should be accessible as easy as possible.

== Concept ==

------------------------------

== Links ==

* [[Teaching:TUW_-_UE_InfoVis_WS_2009/10|InfoVis:Wiki UE Homepage]]

* [http://ieg.ifs.tuwien.ac.at/~gschwand/teaching/infovis_ue_ws09/ UE InfoVis]

*[[Teaching:TUW - UE InfoVis WS 2009/10 - Gruppe 03|Gruppe 03]]

Teaching:TUW - UE InfoVis WS 2009/10 - Gruppe 03 - Aufgabe 4

2010-01-01T12:35:26Z

E0201040:

== Aufgabenstellung ==
[http://ieg.ifs.tuwien.ac.at/~gschwand/teaching/infovis_ue_ws09/infovis_ue_aufgabe4.html Beschreibung der Aufgabe 4]
=== Zu erstellende Visualisierung ===
-------------------------------
* Stammbaum der Nachkommen von Lisa und Bart Simpson*

...Visualisierung der Nachkommen von Lisa Simpson sowie der Nachkommen von Bart Simpson. Dabei sollen zwei Stammbäume entstehen - einer von Bart und einer von Lisa - die dann miteinander verglichen werden können. Zuerst kommen Lisa und Bart, dann deren Kinder, ihre Enkel, etc. (mind 4 Generationen). Da es noch keine Nachkommen gibt, können diese frei erfunden werden.

Die Visualisierung soll folgende Informationen darstellen:

- Verwandtschaftsverhältnisse (zumindest Eltern-Kinder),

- Unterscheidung zwischen Blutsverwandtschaft und angeheirateten Familienmitgliedern,

- Geburts- und Todestag sowie Lebensdauer von allen Familienmitgliedern,

- wichtige Ereignisse im Leben jedes Familienmitglieds (z.B., Anzeigen, Gefängnisaufenthalte, Schulzeit, Studienzeit, Nobelpreise, Arbeitslosigkeit etc.)

- Zufriedenheit jedes Familienmitglieds (Skala: sehr niedrig - niedrig - mittel - hoch - sehr hoch); kann sich im Laufe des Lebens ändern.

Die Visualisierung soll die interaktive Auseinandersetzung mit den Daten ermöglichen.
Verpflichtend:
Möglichkeiten zum besseren Vergleich von einzelnen Abschnitten der Stammbäume bzw. Vergleich von Ausschnitten aus Lisas und Barts Stammbäumen.
+ mind. 2 weitere Interaktionsmöglichkeiten (z.B., Details on Demand, Filteroptionen)

Allgemein:

- Die Daten sollen zur Analyse von Zusammenhängen zwischen Familienverhältnissen, wichtigen Ereignissen und Zufriedenheit visualisiert werden (die Anwendungsgebiets- und Zielgruppenanalyse kann kurz gehalten werden).

- Die bisher erlernten Design-Prinzipien sollen umgesetzt werden z.B.: Optimierung der Data-ink ratio (keine Comics!), visuelle Attribute (Größe, Farbe, Position, etc.) sollen sinnvoll eingesetzt werden (Information darstellen).

- Die Mockups sollten zumindest 1) die beiden Stammbäume im Überblick und 2) eine detaillierte Vergleichsansicht von 2 Teil-Stammbäumen wiedergeben.

- Alle nicht angeführten Daten können frei erfunden werden.

------------------------------

== Description of application area, data, target group and tasks ==
=== Application area and data ===
=== Target group ===
=== Goals===

== Concept ==

------------------------------

== Links ==

* [[Teaching:TUW_-_UE_InfoVis_WS_2009/10|InfoVis:Wiki UE Homepage]]

* [http://ieg.ifs.tuwien.ac.at/~gschwand/teaching/infovis_ue_ws09/ UE InfoVis]

*[[Teaching:TUW - UE InfoVis WS 2009/10 - Gruppe 03|Gruppe 03]]

Teaching talk:TUW - UE InfoVis WS 2009/10 - Gruppe 03 - Aufgabe 4

2009-12-16T12:58:30Z

E0201040: first brainstorming

== Visualization ==

* web application (php ?)
* My Sql database in background
* people, attributes, relationships in tables
* front - end visualization ??????

Teaching:TUW - UE InfoVis WS 2009/10 - Gruppe 03 - Aufgabe 3

2009-12-07T19:21:10Z

E0201040:

== Aufgabenstellung ==
[http://ieg.ifs.tuwien.ac.at/~gschwand/teaching/infovis_ue_ws09/infovis_ue_aufgabe3.html Beschreibung der Aufgabe 3]
=== Zu verbessernde Grafik ===
------------------------------- 
[[Image:food.png|300px]]

== critics ==
* 'no data ink'-ratio too high (e.g. black background)
* colors used in diagrams are not distinctive enough
** red and green is used -> may be a problem because of color blindness
** contrast foreground – background is too low
** headlines shouldn’t draw attention away from (important) graphs
** rotated text shouldn’t be used
* diagrams aren’t exactly meaningful -> no exact values given, e.g. percentage
* diagrams should be re-built to make them better readable -> meaningful sequence e.g. “left to right”, “top to bottom”
* are all categories shown in the graphs are needed to convey the message?
* WHEN, WHO, WHERE should be considered in diagrams

== improvements made ==
* we removed the black background and the background from the headline. although it makes sense in the design of the entire page, looked at it seperatly its not necessary.
* the basic design of the table was changed (from a circle diagram) to a line diagram with years as one dimension, calories as the other dimension, the different types of food as categories:
** percent -> values: in the circle the values are shown in percentage of the circle (the amount was shown in the size of the diagram). now we use the absolute numbers comparing them over the years in a
** line diagram which makes it much easier to see the in-/decrease of the values.
** this also brings a reduction of a diagram for each county.
** as the new diagrams only contain 2 values each on the horizontal axis, its possible to make them relative small and
** align all the diagrams in one line from the left to the right. because the values are shown on the vertical axes which were
** normed to a maximum value over all countries. this even allows to campare the values between the countries.
* additional decoration like the bar in the middle of the old graphic are not necessary to express the data and thus were omitted.
* the categories have no natural order, so we ordered them alphabetically, except the category 'other' which is the least meaningful compared to the others and so listed last.
* the text next to the diagrams was removed, because it refered to the article, not to the diagrams themselfes which is more confusing then helping.
* we added a reference to the source of the data used in the diagram.

Teaching:TUW - UE InfoVis WS 2009/10 - Gruppe 03 - Aufgabe 3

2009-12-07T19:19:49Z

E0201040: critics added

== Aufgabenstellung ==
[http://ieg.ifs.tuwien.ac.at/~gschwand/teaching/infovis_ue_ws09/infovis_ue_aufgabe3.html Beschreibung der Aufgabe 3]
=== Zu verbessernde Grafik ===
------------------------------- 
[[Image:food.png|300px]]

== critics ==
* 'no data ink'-ratio too high (e.g. black background)
* colors used in diagrams are not distinctive enough
** red and green is used -> may be a problem because of color blindness
** contrast foreground – background is too low
** headlines shouldn’t draw attention away from (important) graphs
** rotated text shouldn’t be used
* diagrams aren’t exactly meaningful -> no exact values given, e.g. percentage
* diagrams should be re-built to make them better readable -> meaningful sequence e.g. “left to right”, “top to bottom”
* are all categories shown in the graphs are needed to convey the message?
* WHEN; WHO; WHERE should be considered in diagrams

== improvements made ==
* we removed the black background and the background from the headline. although it makes sense in the design of the entire page, looked at it seperatly its not necessary.
* the basic design of the table was changed (from a circle diagram) to a line diagram with years as one dimension, calories as the other dimension, the different types of food as categories:
** percent -> values: in the circle the values are shown in percentage of the circle (the amount was shown in the size of the diagram). now we use the absolute numbers comparing them over the years in a
** line diagram which makes it much easier to see the in-/decrease of the values.
** this also brings a reduction of a diagram for each county.
** as the new diagrams only contain 2 values each on the horizontal axis, its possible to make them relative small and
** align all the diagrams in one line from the left to the right. because the values are shown on the vertical axes which were
** normed to a maximum value over all countries. this even allows to campare the values between the countries.
* additional decoration like the bar in the middle of the old graphic are not necessary to express the data and thus were omitted.
* the categories have no natural order, so we ordered them alphabetically, except the category 'other' which is the least meaningful compared to the others and so listed last.
* the text next to the diagrams was removed, because it refered to the article, not to the diagrams themselfes which is more confusing then helping.
* we added a reference to the source of the data used in the diagram.

Teaching talk:TUW - UE InfoVis WS 2009/10 - Gruppe 03 - Aufgabe 3

2009-12-02T23:38:11Z

E0201040:

Regelverletzung:

* Regel 3: Farbgebung in den gegebenen Diagrammen zwar sinnvoll, jedoch können die Diagramme besser aufgebaut werden (Balkendiagramme)
* Regel 5: Farben sind nicht gut gewählt. Speziell Rot und Grün in einem Diagramm ist nicht empfehlenswert (Farbblindheid bzgl. Unterscheidung, Regel 8)
* Regel 6: Farben sind nicht unterschiedlich genug (zB. Grün, Gelb)

* Vergleiche zwischen den Diagrammen sind nicht Aussagekräftig. Keine Angaben von Fixwerten oder prozentualen Werten.
* Kontrast zwischen Hintergrund und Vordergung ist nicht optimal gewählt (speziell für Ausdruck)
* Unnötige "non-data-ink" muss aus dem Diagrammen raus (zB. Abteilungen zwischen den Diagrammen)
* Diagramme gehören umgebaut. Momentan ist nicht klar, welche Daten heraus kommen sollen, was vergleichen wird etc.
* Diagramme sequenzieren zur Vereinfachung der Lesbarkeit (von links nach rechts, von oben nach unten)
* Eventuell die "introduction" überarbeiten, da die aufs gesamgte Bild bezogen ist und aus hier aus dem Fokus gerissen wird!
* What, When, Who, Where beachten im Diagramm

=== Additional Ideas/ Critics: ===
* Introduction mentions US, but no graph about US itself.
* No percentage on graphs. No exact values plotted --> no exact message
* Black background (no data-ink) --> bad contrast
* Is any data more important?
* Detailed legend for every graph --> may be replaced by legends included inside the graph, so reader is able to derive this info by himself
* colors are not very distinct

=== some more redesign ideas ===
* The black background - although it probably made sence in the original context - could be removed -> the text colored black
* The headlines background shouldn't differ a lot from the main background color, to not draw away attention from the data
* Enhance the use of ink in a way, that simmilar categories get more simmilar colors, but still having enough difference between the colors
* Rethink, if all caregories are needed. If not, add unrelevant data to the 'other' section (e.g. animal fat).
* Soften the colors of the less relevant data compared to the important one (important are: meat, cereals, ?); 'other' should be least prominent;
* Remove the decoration element in the middle of the graphs, because it just distracts.
* Text below the image: display the words referring to categories of the graphs italic.
* Hues like black and red ten k to drag more attention than others, don't ose them if this is not intended´
* Reorder th data, so that the graphs begin with the most important category, the least important at the end
* The texts written below the graphs should probalby be palced on top of them. Then they're read before the graphs more likely
* Rotated text is bad, dont use it like the years.
* <strike>Border around the graphs and their related explanations?</strike> Not good
* Possible new structure of the graphs:
** Keep each region in a different graph. Putting them all together would lead to chaos.
** Use a bar diagram, each bar is a category, the years are put next to each other
** or use a line diagram instead with the years as horizontal developing. The categories are represented by different lines and different colors.
** In both ways, the graphs shall be placed next to each other (from left to right), to make it possible to compare the values of the regions as well.
* Importance can also be communicated via thickness of the lines
* Keep size of legend the same than the text, labels

Teaching talk:TUW - UE InfoVis WS 2009/10 - Gruppe 03 - Aufgabe 3

2009-12-02T12:06:26Z

E0201040:

Regelverletzung:

- Regel 3: Farbgebung in den gegebenen Diagrammen zwar sinnvoll, jedoch können die Diagramme besser aufgebaut werden (Balkendiagramme)

- Regel 5: Farben sind nicht gut gewählt. Speziell Rot und Grün in einem Diagramm ist nicht empfehlenswert (Farbblindheid bzgl. Unterscheidung, Regel 8)

- Regel 6: Farben sind nicht unterschiedlich genug (zB. Grün, Gelb)

- Vergleiche zwischen den Diagrammen sind nicht Aussagekräftig. Keine Angaben von Fixwerten oder prozentualen Werten.

- Kontrast zwischen Hintergrund und Vordergung ist nicht optimal gewählt (speziell für Ausdruck)

- Unnötige "non-data-ink" muss aus dem Diagrammen raus (zB. Abteilungen zwischen den Diagrammen)

- Diagramme gehören umgebaut. Momentan ist nicht klar, welche Daten heraus kommen sollen, was vergleichen wird etc.

- Diagramme sequenzieren zur Vereinfachung der Lesbarkeit (von links nach rechts, von oben nach unten)

- Eventuell die "introduction" überarbeiten, da die aufs gesamgte Bild bezogen ist und aus hier aus dem Fokus gerissen wird!

- What, When, Who, Where beachten im Diagramm

=== Additional Ideas/ Critics: ===
* Introduction mentions US, but no graph about US itself.
* No percentage on graphs. No exact values plotted --> no exact message
* Black background (no data-ink) --> bad contrast
* Is any data more important?
* Detailed legend for every graph --> may be replaced by legends included inside the graph, so reader is able to derive this info by himself

Teaching:TUW - UE InfoVis WS 2009/10 - Gruppe 03 - Aufgabe 2

2009-11-13T16:07:46Z

E0201040: suggestions on how the table could be improved added

== Aufgabenstellung ==
[http://ieg.ifs.tuwien.ac.at/~gschwand/teaching/infovis_ue_ws09/infovis_ue_aufgabe2.html Beschreibung der Aufgabe 2]
=== Zu beurteilende Tabelle ===
[[Image:AnimalsKilledforFood7S.jpg]]

=== Kritik an Tabelle ===
* too much color (distracts reader from content)
* too many grids and lines used
* fonts aren't used consitently
* potential insignificant content included

=== Verbesserungen ===

* data from columns "killed" and the data connected to it are put in one table and the rest of the data (columns "born", "slaught", "died", ...) in a seperate table
* references to used sources are put behind the values
* rows are ordered by commoness
* columns are reordered, so connected data is easier to compare
* lines and grids are only used were necessary
* results of "06/05", "06/07" are shown as %, so meaning of the values is more clear to the reader

== Links ==

* [[Teaching:TUW_-_UE_InfoVis_WS_2009/10|InfoVis:Wiki UE Homepage]]

* [http://ieg.ifs.tuwien.ac.at/~gschwand/teaching/infovis_ue_ws09/ UE InfoVis]

*[[Teaching:TUW - UE InfoVis WS 2009/10 - Gruppe 03|Gruppe 03]]

Teaching:TUW - UE InfoVis WS 2009/10 - Gruppe 03 - Aufgabe 2

2009-11-12T15:19:35Z

E0201040: critics added

Teaching talk:TUW - UE InfoVis WS 2009/10 - Gruppe 03 - Aufgabe 2

2009-11-12T14:41:56Z

E0201040:

* Einige Ideen zur Verbesserung mal aufgeschrieben nach durcharbeitung des PDF-Dokumentes ([[User:UE-InfoVis0910 0526452|UE-InfoVis0910 0526452]] 12:21, 10 November 2009 (CET)):
** Farben erstmal weg
** Einheitliche Schriftart
** Tabellenteilungen nachbearteiten
** Born, Died, Died% weg??
** Bessere Anordnung notwendig
** Chickens (Eggs) weg??
** Was mach ma mit den Verweisen?
** eventuell slaught. auch weg da es ja nur um getötetes Tiere geht?
 
*ideen 2 [[User:UE-InfoVis0910 0308394|UE-InfoVis0910 0308394]] 11:14, 11 November 2009 (CET):
** zwischenraum ist die beste form der gruppierung, wenn genug platz vorhanden (jahre)
** mehr zwischenraum zwischen den zeilen
** linien nur zur besseren abtrennung (zb total)
** umramungen nicht nötig
** kategorien (jahre) von links nach rechts (wie sie sind)
** übergruppen (jahre vs. slaugh./born) sollen linksbündig sein? widerrufen auf seite 19
** schwieriger punkt: Don’t vary the structure of the table from group to group. For instance, each group should contain the same columns, in the same order, with the same widths;
** % zeichen in den zellen
** zu vergleichende spalten gleich nebeneinander
** sortinerung sollte chronologisch sein
** alphabetical order nützlich für listen die keine logische sortierung haben
** anderer ansatz ist nach "häufigkeit" bzw. relevanz der einzelnen datensätze
** mit 0ern auffüllen nach der kommastelle um alles auf die gleiche linie zu bringen
** lables der spalten gleich mit dem inhalt alignen (rechts wenn zahlen)
** unnötige genauigkeit vermeiden (vorletzte spalten)
** evtl auf ganze (millionen) runden? wenn ja im header dazu schreiben
** datum "lesbar" formatieren
** details (died) in mittlerer sektion evtl. mit grauer schrift "unwichtiger" machen

Fragen:
* Warum Werte in "Killed 2007" fett formatiert? Aktuellste Daten oder eigentliche Aussage der Tabelle?
* Sollten die Daten, die aus der Quelle [f] stammen in der Tabelle überhaupt berücjsichtigt werden? Laut Beschreibung keine konkreten Daten, sondern lediglich Spekulationen! ([[User:UE-InfoVis0910 0201040|UE-InfoVis0910 0201040]])

Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 02 - Aufgabe 1 - Scatterplot

2009-11-05T13:33:43Z

E0201040:

A '''''scatterplot''''' allows effective visualization of the relation between variables in multidimensional data.

Also called a ''scatter chart'', ''scatter diagram'' or ''scatter graph'' [[http://en.wikipedia.org/wiki/Scatterplot Wikipedia 1, 2008]]. It is in it's most basic form a diagram in which the values of two ''metric'' variables are applied to the horizontal and vertical axes of a cartesian coordinate system. The resulting point in the graph represents one record from a data set. The distribution pattern of points from multiple records reveals, among other qualities, the correlation between the selected variables in the data set. The scatterplot is not to be confused with the ''correlation plot'' [[http://www.itl.nist.gov/div898/handbook/ NIST, 2008]] which treats already adopted correlation coefficients in different data groups, while the term ''correlation diagram'' does not seem to be bound.

==Revealed Information==
----
[[Image:SomeScatterplots.jpg|right|200px|thumb|Figure 1: Some scatterplots.]]

Perfect linear correlation results in all samples lying on the regression line with positive or negative incline dependent on the sign of the correlation coefficient [[http://www.mste.uiuc.edu/courses/ci330ms/youtsey/scatterinfo.html MSTE, 1997]]. Note, that the nonzero incline of the line is insignificant in this kind of diagram [[http://en.wikipedia.org/wiki/Correlation Wikipedia 3, 2008]] since it is dependent on axis scales.

An example of perfect correlation can be seen in the upper left of [http://www.infovis-wiki.net/index.php?title=Image:SomeScatterplots.jpg| Figure 1] together with other patterns: strong positive (upper right), weak negative (lower left) and one example of variables without significant correlation.

[[Image:WeakNegativeCorrelationLine.jpg|right|200px|thumb|Figure 2: Regression line.]]

[http://www.infovis-wiki.net/index.php?title=Image:WeakNegativeCorrelationLine.jpg| Figure 2] features a regression line to further increase expressiveness. It is the line that passes through the plot as close to the points as possible. The regression function is not necessarily chosen linear as in this example. Any kind of curve may fit a plot (quadratic curves, splines, ...) and must be chosen according to subject matter. Generally, the curve with the smallest sum of squared distances to the plotted points is sought after (''least squares fitting''), [[http://www.netmba.com/statistics/plot/scatter/ NetMBA, 2008]]. For an introduction on linear regression, see [[http://en.wikipedia.org/wiki/Linear_regression Wikipedia 4, 2008]; [http://en.wikipedia.org/wiki/Regression_analysis Wikipedia 5, 2008]].

[[Image:ClustersOutlyers.jpg|right|200px|thumb|Figure 3: Clusters and outliers.]]

Further properties of data sets that are easily discovered are the presence of clusters and outliers as denoted in [http://www.infovis-wiki.net/index.php?title=Image:ClustersOutlyers.jpg| Figure 3].

==Scatterplots of Higher Dimensions==
----
Scatterplots are not restricted to records with only two variables. Higher dimensional data can be displayed by adding the third axis to the plot or by assigning point properties like color, size or shape. [http://www.infovis-wiki.net/index.php?title=Image:Plot4D.png| Figure 4] shows a plot done with Matlab's command "plot4D", [[http://cosmologist.info/cosmomc/readme.html Lewis, 2008]].

[[Image:Plot4D.png|right|200px|thumb|Figure 4: A Matlab 4D plot.]]

For another example of a threedimensional scatterplot refer to [[http://en.wikipedia.org/wiki/Scatterplot Wikipedia 1, 2008]]. A way of plotting multidimensional data without the use of the third axis can be found in [[http://www.ailab.si/janez/visualizations.html Demsar, 2008]].

==Treating Discrete Data==
----
For continuously distributed data, scatterplots do well in visualizing density. The problem with discrete data is the possibility of more than one record sharing one point in the diagram (''overplotting''). One solution is to alter the point representation according to density, which is achieved by ''sunflower plots'' in which each point symbol gains radial segments [[http://de.wikipedia.org/wiki/Streudiagramm Wikipedia 2, 2008]]. Examples can be found here: [[http://www.math.yorku.ca/SCS/sasmac/sunplot.html Friendly, 2006]; [http://addictedtor.free.fr/graphiques/graphcode.php?graph=59 addictedtor, 2005]].

==Example of Application==
----
[[Image:hr_diagram_local.png|right|200px|thumb|Figure 5: The HRD of some nearby stars.]]

One prominent example of a scatterplot of two variables is the ''Hertzsprung-Russell diagram'' (HRD for short) in astronomy ([http://www.infovis-wiki.net/index.php?title=Image:Hr_diagram_local.png| Figure 5]). It plots absolute magnitude (intrinsic brightness) of stars against their spectral types and shows a rich set of features such as clusters and a central filament (the ''main sequence''), [[http://www.britannica.com/EBchecked/topic/263951/Hertzsprung-Russell-diagram Britannica, 2008]].

==References==
----
*[addictedtor, 2005]: Anonymous. Sun Flower Plot. R Graph Gallery. Changed: October 6, 2005 Retrieved at: 2 November, 2008. [http://addictedtor.free.fr/graphiques/graphcode.php?graph=59 http://addictedtor.free.fr/graphiques/graphcode.php?graph=59]
*[Britannica, 2008] Hertzsprung–Russell diagram. In Encyclopædia Britannica. Retrieved November 16, 2008, from Encyclopædia Britannica Online: [http://www.britannica.com/EBchecked/topic/263951/Hertzsprung-Russell-diagram http://www.britannica.com/EBchecked/topic/263951/Hertzsprung-Russell-diagram]
*[Demsar, 2008] Janez Demsar, Simple Visualization Examples. A.I. Lab Ljubljana. Retrieved at: November 2, 2008 [http://www.ailab.si/janez/visualizations.html http://www.ailab.si/janez/visualizations.html]
*[Friendly, 2006] Michael Friendly, The sunplot macro. York University. Changed at: November 2, 2006. Retrieved at: November 2, 2008 [http://www.math.yorku.ca/SCS/sasmac/sunplot.html http://www.math.yorku.ca/SCS/sasmac/sunplot.html]
*[Lewis, 2008] Antony Lewis, CosmoMC readme. Retrieved at 16 November, 2008. [http://cosmologist.info/cosmomc/readme.html http://cosmologist.info/cosmomc/readme.html]
*[MSTE, 1997]: Anonymous Carolyn, Carolyn's Unit on Graphing. MSTE, University of Illinois. Retrieved at: November 2, 2008. [http://www.mste.uiuc.edu/courses/ci330ms/youtsey/scatterinfo.html http://www.mste.uiuc.edu/courses/ci330ms/youtsey/scatterinfo.html]
*[NetMBA, 2008] Anonymous, Scatter Plot. NetMBA. Retrieved at: 2 November, 2008. [http://www.netmba.com/statistics/plot/scatter/ http://www.netmba.com/statistics/plot/scatter/]
*[NIST, 2008] Carroll Croarkin, Paul Tobias. ''NIST/SEMATECH e-Handbook of Statistical Methods''. Retrieved at November 2, 2008 [http://www.itl.nist.gov/div898/handbook/ http://www.itl.nist.gov/div898/handbook/]
*[Wikipedia 1, 2008] Scatterplot, Wikipedia. Retrieved at: November 2, 2008. [http://en.wikipedia.org/wiki/Scatterplot http://en.wikipedia.org/wiki/Scatterplot]
*[Wikipedia 2, 2008] Streudiagramm, Wikipedia. Retrieved at: November 2, 2008. [http://de.wikipedia.org/wiki/Streudiagramm http://de.wikipedia.org/wiki/Streudiagramm]
*[Wikipedia 3, 2008] Correlation, Wikipedia. Retrieved at: November 2, 2008. [http://en.wikipedia.org/wiki/Correlation http://en.wikipedia.org/wiki/Correlation]
*[Wikipedia 4, 2008] Linear Regression, Wikipedia. Retrieved at 2 November, 2008. [http://en.wikipedia.org/wiki/Linear_regression http://en.wikipedia.org/wiki/Linear_regression]
*[Wikipedia 5, 2008] Regression Analysis, Wikipedia. Retrieved at 2 November, 2008. [http://en.wikipedia.org/wiki/Regression_analysis http://en.wikipedia.org/wiki/Regression_analysis]

==External Links==
----
*Java Applet: [http://matti.usu.edu/nlvm/nav/frames_asid_144_g_4_t_5.html http://matti.usu.edu/nlvm/nav/frames_asid_144_g_4_t_5.html]

Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 09 - Aufgabe 1 - Mind Map

2009-11-05T12:08:34Z

E0201040:

A '''''mind map''''' is a graphical diagram which shows relations between different terms.

[[image:MindMap.jpg|thumb|200px|Figure 1: Hand-drawn Mind Map.]]
''Mind Mapping'' was introduced by ''Tony Buzan'' in 1974 ([[http://en.wikipedia.org/wiki/Tony_Buzan | Wikipedia, 2002a]]). He argued that using all the advantages of a human brain is to combine logical ideas with graphical arrangment. The method of the Mind Mapping is based on the conception that the brain is divided into two halves. The functions of the left brain half (like logical thinking, forming terms, thinking in individual components) are usually more strongly used than the functions of the right brain half (to think in pictures, in general contexts). A linkage of these two function modes can be achieved by illustrating the ''Thought Map'', thus the Mind Map. A finished Mind Map is an overall view of the thought process with individual thought paths and elements ([http://www.infovis-wiki.net/index.php?title=Image:MindMap.jpg| Figure 1]).
At first ideas are visualized unordered and unvalued. They are written into the Mind Map like they emerge during the process of thinking. The process of ordering is used at a far later time. The elements of a given Mind Map are arranged intuitively according to the importance of the terms ([[http://en.wikipedia.org/wiki/Mind_map | Wikipedia, 2002b]]). Sometimes Mind Maps may also aid recall of existing memories.

==How to generate a Mind Map==
----
# In contrast to traditional recordings the first step is to write down the '''central idea''' (or the central topic) in the center of a sheet ([http://www.infovis-wiki.net/index.php?title=Image:MindMap1.jpg| Figure 2]).
#: [[image:MindMap1.jpg|thumb|200px|Figure 2: Starting point of a Mind Map.]]
# On the basis of the central idea the user associates further subranges, which are connected with this idea. These can be noted directly on the map or on a separate sheet. The '''most important ideas''' are written on lines, which are connected with the central idea (so-called main branches - [http://www.infovis-wiki.net/index.php?title=Image:MindMap2.jpg| Figure 3]). These should be noted in '''block letters''' which makes reading and reminding easier. Drawings can be used to get an ''"optical rhythm"'' into the Mind Map.
#: [[image:MindMap2.jpg|thumb|200px|Figure 3: Adding main branches.]]
# In a third step the main branches can be arranged again into '''other branches''' (so-called ''sub branches'' - [http://www.infovis-wiki.net/index.php?title=Image:MindMap3.jpg| Figure 4]). The partitioning can be continued on to a second, third and further levels. These terms should be graphically designed in a way that they can be distinguished easily as well (however not in capital letters as this refers to the main branches).
#: [[image:MindMap3.jpg|thumb|200px|Figure 4: Adding further branches.]]
# An important thing is that apparently coincidental changes of direction are allowed. Another branch can gain the focus without finishing the last one. Also a basic idea of Mind Maps is to always use '''short terms''' like ''key words'', ''references'' or ''abbreviations'' ('''NO sentences!'''). The '''use of color''' is always desired. It helps to connect ideas written at diffrent places. Wherever it is possible a visual representation is another good choice. Not only symbols (e.g. arrows) but ''iconographical icons'' (like smileys and other well known symbols) are popular ([http://www.infovis-wiki.net/index.php?title=Image:MindMap4.jpg| Figure 5]).
# The main and sub branches form the framework of a Mind Map. After generating the Mind Map it is revised (can also be done at a later time to refocus the creative output energy). Missing associations are supplemented, if necessary a restructuring of the Map is made. Beyond that it should be examined whether some cross connections between main and/or subbranches exist.
#: [[image:MindMap4.jpg|thumb|200px|Figure 5: Fully equipped Mind Map.]]
([[http://en.wikipedia.org/wiki/Mind_map | Wikipedia, 2002b]])

==Fields of application==
----
===Mind Mapping as a presentation techniques===
:* This is about the presentation of knowledge. Mind Maps are prepared by experts for a certain field of knowledge and used as an additional source to spoken or written text. This helps the audience learning complex facts faster.
:* The use of Mind Mapping techniques as teaching strategy is recommended particularly in connection with conceptual knowledge (e.g. economic circulation, financial and bank systems, etc.). Another possible application is for example the representation of action diagrams as well as the use of Mind Maps for listing contents of a new topic. In some situations it should be considered not to present completed Mind Maps, but to be develop and discuss together.
===Mind Mapping as learning and thinking strategy===
:* The aim is to generate an own Mind Map. A topic is declared and then existing knowledge as well as conceptions, ideas and associations are written down. As a next step the results could be compared, discussed and supplemented with other findings.
:* Apart from structuring existing knowledge Mind Maps can be used vice versa, for example to get information out of a (structured) text. The important thing is to collect information and put it together in a Mind Map. A text passage could be read, all keywords underlined and the output graphically designed in a Mind Map. As a further step related information could be written into the Mind Map too.
:* Another field of activity is to remember old knowledge. By learning new content it is often reuqired to reproduced this knowledge at a later date. For the human brain it is easier to have as many related connections as possible to the topic. So it helps to remember when trying to apply the same Mind Map. Afterwards both Mind Maps could be comared and differences could be especially highlighted.
===Mind Mapping as resource===
:* Mind Maps could be used in group discussions to substantiate the problem space. The visualisation shows to all members on which topic to focus, an overview is always available. Reportedly discussions are more coordinated and structured as well as conflicts can be located and solved easier.
([[http://en.wikipedia.org/wiki/Mind_map | Wikipedia, 2002b]])

==Advantages of Mind Mapping==
----
In contrast to traditional recording techniques the advantages of the Mind Mapping method are as follows (like the inventor Tony Buzan calls them):
# The main idea is clearly in sight and it can be gatherd fast and easily.
# Because of main and subbranches the adjustment of ideas is implicit. Information near the main idea is important whereas terms near a boundary have a lower meaning for the whole content.
# Important aspects are connected through lines.
# New pieces of information can be added easily because of structure and setup of a Mind Map.
# Mind Maps are open-ended. Information can be added everywhere at any time, so new linkage of ideas is possible.
A relevant problem consists of the fact that the acceptance is rather small amoung persons who are not familiar with this method. The Mind map looks unclear, confusing and nested.

([[http://de.wikipedia.org/wiki/Ged%C3%A4chtniskarte | Wikipedia, 2003]])

==References==
----
[Buzan et al., 1999] Tony Buzan, Barry Buzan. ''Das Mind-Map Buch.'' Landsberg a.L., 1999, S. 89f. 
[Wikipedia, 2002a] Chuck Smith, Tony Buzan. Created at: January 27, 2002, Retrieved at: November 6, 2008. http://en.wikipedia.org/wiki/Tony_Buzan 
[Wikipedia, 2002b] Chuck Smith, Mind map. Created at: January 27, 2002, Retrieved at: November 6, 2008. http://en.wikipedia.org/wiki/Mind_map 
[Wikipedia, 2003] Jakob Voss, Gedächtniskarte. Created at: May 30, 2003. Retrieved at: November 6, 2008. http://de.wikipedia.org/wiki/Ged%C3%A4chtniskarte

Teaching talk:TUW - UE InfoVis WS 2008/09 - Gruppe 09 - Aufgabe 1 - Mind Map

2009-11-05T11:57:11Z

E0201040:

* Formatierung nachbearbeitet, Figure-Tags zu Bildern und Text zugefügt, Bilder-Thumbnails auf 200 Pixel standardisiert ([[User:UE-InfoVis0910 0526452|UE-InfoVis0910 0526452]] 19:26, 4 November 2009 (CET))
* Text etwas Ausdruck verliehen (fett, kursiv etc.), einige Fehler ausgebessert, alle Bilder kontrolliert und Source, Summary etc. überarbeitet, "Figure"-Tags mit den Bildern verlinkt ([[User:UE-InfoVis0910 0526452|UE-InfoVis0910 0526452]] 20:16, 4 November 2009 (CET))
* Quellen überprüft und im Text ergänzt ([[User:UE-InfoVis0910 0201040|UE-InfoVis0910 0201040]])

Teaching talk:TUW - UE InfoVis WS 2008/09 - Gruppe 09 - Aufgabe 1 - Mind Map

2009-11-05T11:48:13Z

E0201040: Quellen überprüft und im Text ergänzt

Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 09 - Aufgabe 1 - Mind Map

2009-11-05T11:46:20Z

E0201040: References checked and added within the text

A '''''mind map''''' is a graphical diagram which shows relations between different terms.

[[image:MindMap.jpg|thumb|200px|Figure 1: Hand-drawn Mind Map.]]
''Mind Mapping'' was introduced by ''Tony Buzan'' in 1974 ([[#References|Wikipedia, 2002a]]). He argued that using all the advantages of a human brain is to combine logical ideas with graphical arrangment. The method of the Mind Mapping is based on the conception that the brain is divided into two halves. The functions of the left brain half (like logical thinking, forming terms, thinking in individual components) are usually more strongly used than the functions of the right brain half (to think in pictures, in general contexts). A linkage of these two function modes can be achieved by illustrating the ''Thought Map'', thus the Mind Map. A finished Mind Map is an overall view of the thought process with individual thought paths and elements ([http://www.infovis-wiki.net/index.php?title=Image:MindMap.jpg| Figure 1]).
At first ideas are visualized unordered and unvalued. They are written into the Mind Map like they emerge during the process of thinking. The process of ordering is used at a far later time. The elements of a given Mind Map are arranged intuitively according to the importance of the terms ([[#References|Wikipedia, 2002b]]). Sometimes Mind Maps may also aid recall of existing memories.

==How to generate a Mind Map==
----
# In contrast to traditional recordings the first step is to write down the '''central idea''' (or the central topic) in the center of a sheet ([http://www.infovis-wiki.net/index.php?title=Image:MindMap1.jpg| Figure 2]).
#: [[image:MindMap1.jpg|thumb|200px|Figure 2: Starting point of a Mind Map.]]
# On the basis of the central idea the user associates further subranges, which are connected with this idea. These can be noted directly on the map or on a separate sheet. The '''most important ideas''' are written on lines, which are connected with the central idea (so-called main branches - [http://www.infovis-wiki.net/index.php?title=Image:MindMap2.jpg| Figure 3]). These should be noted in '''block letters''' which makes reading and reminding easier. Drawings can be used to get an ''"optical rhythm"'' into the Mind Map.
#: [[image:MindMap2.jpg|thumb|200px|Figure 3: Adding main branches.]]
# In a third step the main branches can be arranged again into '''other branches''' (so-called ''sub branches'' - [http://www.infovis-wiki.net/index.php?title=Image:MindMap3.jpg| Figure 4]). The partitioning can be continued on to a second, third and further levels. These terms should be graphically designed in a way that they can be distinguished easily as well (however not in capital letters as this refers to the main branches).
#: [[image:MindMap3.jpg|thumb|200px|Figure 4: Adding further branches.]]
# An important thing is that apparently coincidental changes of direction are allowed. Another branch can gain the focus without finishing the last one. Also a basic idea of Mind Maps is to always use '''short terms''' like ''key words'', ''references'' or ''abbreviations'' ('''NO sentences!'''). The '''use of color''' is always desired. It helps to connect ideas written at diffrent places. Wherever it is possible a visual representation is another good choice. Not only symbols (e.g. arrows) but ''iconographical icons'' (like smileys and other well known symbols) are popular ([http://www.infovis-wiki.net/index.php?title=Image:MindMap4.jpg| Figure 5]).
# The main and sub branches form the framework of a Mind Map. After generating the Mind Map it is revised (can also be done at a later time to refocus the creative output energy). Missing associations are supplemented, if necessary a restructuring of the Map is made. Beyond that it should be examined whether some cross connections between main and/or subbranches exist.
#: [[image:MindMap4.jpg|thumb|200px|Figure 5: Fully equipped Mind Map.]]
([[#References|Wikipedia, 2002b]])

==Fields of application==
----
===Mind Mapping as a presentation techniques===
:* This is about the presentation of knowledge. Mind Maps are prepared by experts for a certain field of knowledge and used as an additional source to spoken or written text. This helps the audience learning complex facts faster.
:* The use of Mind Mapping techniques as teaching strategy is recommended particularly in connection with conceptual knowledge (e.g. economic circulation, financial and bank systems, etc.). Another possible application is for example the representation of action diagrams as well as the use of Mind Maps for listing contents of a new topic. In some situations it should be considered not to present completed Mind Maps, but to be develop and discuss together.
===Mind Mapping as learning and thinking strategy===
:* The aim is to generate an own Mind Map. A topic is declared and then existing knowledge as well as conceptions, ideas and associations are written down. As a next step the results could be compared, discussed and supplemented with other findings.
:* Apart from structuring existing knowledge Mind Maps can be used vice versa, for example to get information out of a (structured) text. The important thing is to collect information and put it together in a Mind Map. A text passage could be read, all keywords underlined and the output graphically designed in a Mind Map. As a further step related information could be written into the Mind Map too.
:* Another field of activity is to remember old knowledge. By learning new content it is often reuqired to reproduced this knowledge at a later date. For the human brain it is easier to have as many related connections as possible to the topic. So it helps to remember when trying to apply the same Mind Map. Afterwards both Mind Maps could be comared and differences could be especially highlighted.
===Mind Mapping as resource===
:* Mind Maps could be used in group discussions to substantiate the problem space. The visualisation shows to all members on which topic to focus, an overview is always available. Reportedly discussions are more coordinated and structured as well as conflicts can be located and solved easier.
([[#References|Wikipedia, 2002b]])

==Advantages of Mind Mapping==
----
In contrast to traditional recording techniques the advantages of the Mind Mapping method are as follows (like the inventor Tony Buzan calls them):
# The main idea is clearly in sight and it can be gatherd fast and easily.
# Because of main and subbranches the adjustment of ideas is implicit. Information near the main idea is important whereas terms near a boundary have a lower meaning for the whole content.
# Important aspects are connected through lines.
# New pieces of information can be added easily because of structure and setup of a Mind Map.
# Mind Maps are open-ended. Information can be added everywhere at any time, so new linkage of ideas is possible.
A relevant problem consists of the fact that the acceptance is rather small amoung persons who are not familiar with this method. The Mind map looks unclear, confusing and nested.

([[#References|Wikipedia, 2003]])

==References==
----
[Buzan et al., 1999] Tony Buzan, Barry Buzan. ''Das Mind-Map Buch.'' Landsberg a.L., 1999, S. 89f. 
[Wikipedia, 2002a] Chuck Smith, Tony Buzan. Created at: January 27, 2002, Retrieved at: November 6, 2008. http://en.wikipedia.org/wiki/Tony_Buzan 
[Wikipedia, 2002b] Chuck Smith, Mind map. Created at: January 27, 2002, Retrieved at: November 6, 2008. http://en.wikipedia.org/wiki/Mind_map 
[Wikipedia, 2003] Jakob Voss, Gedächtniskarte. Created at: May 30, 2003. Retrieved at: November 6, 2008. http://de.wikipedia.org/wiki/Ged%C3%A4chtniskarte

User:UE-InfoVis0910 0201040

2009-11-04T21:05:10Z

E0201040:

Lang, Barbara 

[[Image: LIFAD ava.jpg]] 
 
Watch out!

User:UE-InfoVis0910 0201040

2009-10-28T20:47:42Z

E0201040:

Lang, Barbara 

[[Image: LIFAD ava.jpg]] 
Watch out!

User:UE-InfoVis0910 0201040

2009-10-28T20:46:18Z

E0201040:

Lang, Barbara 
Matrikelnr.: 0201040 

[[Image: LIFAD ava.jpg]] 
Watch out!

File:LIFAD ava.jpg

2009-10-28T20:38:28Z

E0201040: New page: == Summary == == Copyright status == == Source ==

== Summary ==

== Copyright status ==

== Source ==

User:E0201040

2009-10-15T09:24:49Z

E0201040: New page: Lang, Barbara Matrikelnr.: 0201040

Lang, Barbara 
Matrikelnr.: 0201040

User:UE-InfoVis0910 0201040

2009-10-15T09:23:00Z

E0201040: New page: Lang, Barbara Matrikelnr.: 0201040

Lang, Barbara 
Matrikelnr.: 0201040

Teaching:TUW - UE InfoVis WS 2009/10 - Gruppe 03

2009-10-15T09:21:29Z

E0201040:

== Gruppenmitglieder ==
[[User:UE-InfoVis0910_0201040|Lang, Barbara]] 
[[User:UE-InfoVis0910_0308394|Hackl, Jan]]

== Aufgaben ==
[[Teaching:TUW - UE InfoVis WS 2009/10 - Gruppe 03 - Aufgabe 0|Aufgabe 0]] 
[[Teaching:TUW - UE InfoVis WS 2009/10 - Gruppe 03 - Aufgabe 1|Aufgabe 1]] 
[[Teaching:TUW - UE InfoVis WS 2009/10 - Gruppe 03 - Aufgabe 2|Aufgabe 2]] 
[[Teaching:TUW - UE InfoVis WS 2009/10 - Gruppe 03 - Aufgabe 3|Aufgabe 3]] 
[[Teaching:TUW - UE InfoVis WS 2009/10 - Gruppe 03 - Aufgabe 4|Aufgabe 4]]