InfoVis:Wiki - User contributions [en]

Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 09 - Aufgabe 4

2009-01-07T20:07:32Z

UE-InfoVis0809 0728258:

== Aufgabenstellung ==
[http://ieg.ifs.tuwien.ac.at/~gschwand/teaching/infovis_ue_ws08/infovis_ue_aufgabe4.html Beschreibung der Aufgabe 4]

=== Gegebene Daten ===

'''Homer Simpson's Trinkverhalten in Abhängigkeit von seinen Lebensumständen''' 

...Visualisierung von Homer's Lebensabschnitten bzw. Ereignissen mit Einfluss auf sein
Trinkverhalten (zB.: Kindheit, Pubertät, Arbeitslosigkeit, Beziehungen, Hochzeit, Geburt
der Kinder, Liebeskummer, Alltag, etc.) von seiner Geburt bis Jetzt + mögliche
Zukunftsszenarien (mind. 3).
 
*Die Menge folgender Getränke soll für die jeweiligen Lebensumstände ablesbar sein
(ml oder Liter - je nachdem - pro Tag, Monat, Jahr (z.B.: Fokus+Kontext Methoden):
a) Wasser 
b) Milch 
c) Fruchtsaft 
d) Cola 
e) Kaffee (Würfelzucker?) 
f) Bier
(vereinfacht angenommen, Homer trinkt ausschließlich diese Getränke)
 
*Die folgenden Werte sollen abhängig von den konsumierten Getränken ablesbar sein:
1) g oder kg konsumierter Zucker (aus Getränken) + empfohlene Maximaldosis pro Tag, Monat, Jahr
(empfohlene Maximaldosis/Tag: 50g; enthaltener Zucker: 10g/100 ml Cola; 10g/100 ml Fruchtsaft; 3g/Würfelzucker). 
2) mg konsumiertes Coffein + empfohlene Maximaldosis pro Tag, Monat, Jahr
(empfohlene Maximaldosis/Tag: 600mg; enthaltenes Coffein: 10 mg/100 ml Cola; 80 mg/100 ml Kaffee). 
3) g konsumierter Alkohol + empfohlene Maximaldosis pro Tag, Monat, Jahr
(empfohlene Maximaldosis/Tag: 20g; enthaltener Alkohol: 3,6 g/100ml Bier)
 
*Die Daten sollen zur medizinischen/psychologischen Analyse visualisiert werden. 
*Die bisher erlernten Design-Prinzipien sollen umgesetzt werden (z.B.: Optimierung der Data-ink ratio). 
*Die Mockups sollten zumindest 1) Homer's Leben im Überblick 2) und eine Detailansicht wiedergeben. 
*Alle nicht angeführten Daten können frei erfunden werden.
 
----

== Analysis ==

===Field of application and data set ===
*'''Field of application''' 
The given data provides values over the consumption of different beverages (water, milk, fruit juice, cola, coffee and beer) of the test person Homer Simpson. Because the amount of consumed drinks is known, also the consumption of the different ingredients sugar, caffeine and alcohol can be measured.
This data shall now be visualized for medical/psychological purposes. The audience might look at the visualization of data from a professional point of view. So the data has to be presented in a way which satisfies the demands of such a viewership. Medical oriented viewers might have another interest in the data than psychologists. This should also be beared in mind.

*'''Types and dimensions of data''' 

''Discrete values in a nominal comparison:'' 
The comparison of the different types of drinks (such as water, milk, fuit juice, cola, coffee and beer) measured in liters is a nominal comparison. The amount of every single beverage is shown in comparison to the others. Also to be shown is the comparison of the recommended dose of ingredients (sugar, coffeine, alcohol) compared to the actually consumed amount.The visualization should show the percentage of consumed ingredients in comparison to the recommended dose. 
The comparison itself is a deviation. The data type of all values for measuring the volume of consumption (i.e. for example the amount of drinks in ml) is continous and the values of the ingredients are derived from the values of drinks and sugarcubes.

''Time-Series and time as a dimension:'' 
For the visualization of the drinking habits during the lifetime of Homer a Time-Series is used. The amount of drunken beverages is shown for every different time-step. Time is used in a nominal type of data here.

=== Target audience ===
*The target audience will mainly consist of scientists and doctors working and researching in medicine, health and/or psychology. Because also some patients could view the visualization would be nice to have an easy understandable visualiziation.
*The doctors and scientists investigate the connection between the living condition and and drinking habits of people (in this case Homer Simpson) over a longer period of their lifetime. Furthermore the researchers in medicine may rather be looking for an impact of the drinking habits to health, whereas psychologists may have an bigger interest in the connection of drinking habits a mental condition. For both of them the data has to be presented in an appropiate way.
*Since the people who use the visualization are not necessarily professionals in using interactive visualizations it has to intuitive and learnable quick and easy

=== Purpose of the visualization ===
*The visualization of the dataset should make it easier to explore the data for the researchers.
*Possible connections between arbitrary stages of life and drinking habits should be recognizable clear and quickly. To increase the benefit of the application it has to be possible to browse the whole dataset in a timely manner.
*Particularly major connections between drinking habits and living condition shall be shown in the visualization in an appropriate manner, i.e. be recognised fast and clearly.
*During the design of the visualization the different types of users (medicine/psychology) have to be beared in mind.

== Concept ==

=== Visualization ===
{{Quotation | 1. Use Graphs when the message is contained in the shape of the values (patterns, trends, and exceptions). 2. Use Graphs when the document you produce will be used to reveal relationships among multiple values. | [Few, 2004]}}
Following the principles of Stephen Few, the main graphic of the visualization is a graph. In order to get an overview of Homer Simpsons drinking habits this visualization method seems superior to any other. Since becoming an overview is this visualizations main task, no detailed information is needed. This, and the fact the there are simply too many values to compare, makes the graph superior to a table. The graph also allows to browse Homer Simpsons life quite easily for any special events. To make this browsing more effecive several interactive technologies where applied. (see "Interaction"). 
When it comes to analysing detailed information we need an other method. [Few, 2004] recommends using Tables when "The document you produce will be used to look up individual values." For a doctor who wants to set up a therapy or medication, a graph wont be sufficient. He will want detailed and exact data. Therefore, the visualization should also hold a detailed table view (in addition to the overview graph). 
Finally, to look up if a maximum dose was exceeded, a part-to-whole bar chart is also contained in the visualization. This visualization method "Measures [..] individual categorical subdivisions as ratios to the whole." [Few, 2004] Since the task is to compare given values to a maximum values and display theri ratios, this methods seems appropriate. 

[[image:G09_UE4_Flow.jpg|thumb|Figure 1: Flow graph]]
[[image:G09_UE4_FlowDetail.jpg|thumb|Figure 2: Detail table]]
[[image:G09_UE4_Part-to-whole.jpg|thumb|Figure 3: Substance part-to-whole bar chart]]

The visualization now holds: 
*Flow graph
*Detail table
*Substance part-to-whole bar chart
=== Visual Mapping ===
*Flow graph [Figure 1]
In the Flow graph the consumed amount of Fluids (in litres) is mapped to the y-axis while Homer Simpsons age/life-period is mapped to the x-axis. The key events in his life (described by "Tags") are mapped as an area to both axes. 
*Detail table [Figure 2]
In the detailed view table things are relatively simple: all values are directly mapped into a table values. 
The table holds the average consumpted litres, the average thereby consumpted substances and the peak values for a given period of time. It also contains a list of all tags which where found in this period of time (e.g. "Unemployed"). In order to grant interpretation of this data, the table also holds the maximum doses for substances. 
For the task of checking wheter a maximum dose was exceeded or not, one can also take look at the.. 
*Substance part-to-whole bar chart [Figure 3]
Like mentioned above, this chart holds the values of all consumpted substances and their maximum value. To make the comparison more easy, the values are displayed as a bar and compared against a line which describes the maximum doses.

=== Technologies Used ===
Tags
Zoom
MouseOver
reduce substances and detailed
Multiuse flow graph (substance/fluids)

=== Interaction ===
*Zoom Bar
[[Image:G09_UE4_Zoombar.jpg]] 
Above the Flow graph there is a small bar with two sliders on it. This is the "Zoom Bar". If you grab one of the two sliders and move him closer to, or farther away from the other slider, you thereby set the zoom factor in the flow graph. If you, for example, move the a slider directly next to the other, the flow graph is totally zoomed in - meaning only one day is displayed. The bigger the distance between the two sliders, the smaller the zoom factor in the graph (and hence the bigger the zoomed period of time). 
If you grab the line between the two sliders, you can move toe zoomed area in the flow graph left and right.
*Grab and move Flow graph
[[Image:G09_UE4_Grab.jpg]] 
Another way to move the zoomed area in the flow graph left and right (besides moving the Zoom Bar) is done by simply grabbing a point in the zoomed area of the flow graph and then move around.
*Mouse over
[[Image:G09_UE4_Popup.jpg]] 
Almost all displayed data also has a MouseOver menu. Hovering the mouse above a line in the flow graph for example, makes a popup field appear, which describes the actual amount of the fluid, the date and all tags for this date. Another example is are the tags listed in the Detail table. Moving the mouse cursor over one of those will show the periods of time in which they are set.
*Mouse over: Substances
[[Image:G09_UE4_Substances.jpg]][[Image:G09_UE4_SubstancesMouseOver.jpg]] 
A special case for a MouseOver action is found in the substance part-to-whole bar chart. By moving the mouse over a bar, all other bars turn grey and the composition of the current bar is displayed. That way, one can dive deeper into the data with just a simple interaction. 
*Zoom on ..
With the "Zoom on.." field above the flow graph, the user can set the zoomed area for the graph. Usually the user will enter a date or a period of time into it. Doing so will set the zoomed area according to the input. The zoomed area can then be moved / changed through the Zoom Bar. Via the "Zoom on.." field, the user can also zoom the specific Tags. For example, by entering "Unemployed" into the field, the flow graph will zoom to all periods of time in which Homer Simpson was not exmployed. If there where several periods in which he was unemployed, the flow graph would zoom onto several periods of time.
*Select fluids
By clicking the Checkboxes above the flow graph the user can add/remove the lines for the specific fluids in the flow graph.
*Highlight tags
All Tags typed into the "Highlight Tags" field will be highlighted in the flow graph by coloring the background of the periods in which a tag was found.
*Click tags
By clicking a tag in the Detail table the specified tag is sent to the "Zoom on.." field. So, if a user is interested in relations between different tags, e.g. if Homer Simpson is always 'Relaxed' when he has 'Holidays', one can easily switch between the different tags in order to get an overview when and where they are found.
*Draw Substances into Flow graph
By clicking a (substance) bar in the Substance part-to-whole bar chart, all data is removed from the Flow graph and the selected substance data is filled into it. This means that the Flow graph can display not only data on fuilds, but also data on substances.

=== Fake Screenshot ===
[[Image:G09_UE4_VerlaufLarge.jpg]] 

=== Discussion ===
*Advantages
*Disadvantages

=== Improvements ===

==References==
*[Few, 2004]:Stephen Few, Show Me the Numbers: Designing Tables and Graphs to Enlighten, Analytics Press, 2004, Appendix A - Table and Graph Design at a Glance.

== Links ==

* [[Teaching:TUW_-_UE_InfoVis_WS_2008/09|InfoVis:Wiki UE Homepage]]

* [http://ieg.ifs.tuwien.ac.at/~gschwand/teaching/infovis_ue_ws08/ UE InfoVis]

*[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 09|Gruppe 09]]

Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 09 - Aufgabe 3

2008-12-09T22:51:36Z

UE-InfoVis0809 0728258:

== Aufgabenstellung ==
[http://ieg.ifs.tuwien.ac.at/~gschwand/teaching/infovis_ue_ws08/infovis_ue_aufgabe3.html Beschreibung der Aufgabe 3]

=== Zu beurteilende Grafik ===
[[Image:Biggest Drips 2 01.gif]]
[[Image:Biggest Drips 3 01.gif]]
[[Image:Biggest Drips 4 01.gif]]
[[Image:Biggest_Drips_5_01.gif]] 
Biggest Drips: Annual abstraction of treshwater resources

== Critics on the Graphics ==

*Headline
:The headline is badly formatted. It isnt well positioned and the text doesnt really explain what the graphics are all about. A short and precise title would help the viewer to get a first idea of what the graphics show.
:"Biggest Drips" is completely unnecessary since it is no essential information and should be dropped from the graphics therefore [Few, 2004a].
:For a short description of the graphics, "Annual abstractions of freshwater resources" is not a good choice either. The meaning of the graphics could be expressed in a more simple way/expression.

*Sub-headline
:The Sub-headline contains two different units: date and unit information. To avoid confusing the viewer, those should be merged or rearrangend.
:"Mid-90's" is no exact year and may be a sign of bad research of data.
:"Thousands of cubic meters per person" is a quite long description. It could be abbreviated (1,000m³) or the unit of data could be changed to cubic meters (m³). Changing the unit would make it even easier to comprehend the data. For Denmark the viewer has to calcuate 0.19 * 1000 to get the actual water consumption. Changing the unit and writing 190 instead of 0.19 therefore makes a lot of sense.

*Ink
:The graphics contain way too much ink in general. The graphics for example need four(!) pages to fulfill an easy task: comparing one attribute of 20 countries.
:The data-ink ration is very bad - there is much ink but little data. One should always try to reduce non-data ink to a minimum and enhance data-ink. [Few, 2004a]
:The background is filled with too much (and same) ink. For example, gridlines, shades and little waves in the water. Those should all be dropped since they distract the viewer. [Few, 2004b]
:Raindrops show proportions but overload the graphics. This is espacially true for image number four where the drip for the U.S. doesnt fit into the borders.

*Colors
:Unimportant data is much more emphasized (e.g. by colors) than important data. The difference between background and data should always be very distinct [Few, 2004a]. Therefore it is a bad idea to draw the background of the graphics in the same color tone as the data itself (blue).
:Colors are not used well in general. Important data (numbers) are in white which is the least "powerful" color. [Few, 2004a]
:There are too many different colors used. This is not useful because it distracts the viewer. [Few, 2004b]

*Font-Size
:Graphics just use one fontsize/-style for all text. Important parts of the data could be emphasized to help the viewer understand what the graphics want to tell. [Few, 2004a]
:The scaling of numbers seems not well chosen. The page numbers at the bottom of the graphics for example, have the same font-size as the water consumption data.

*Page numbers
:The numbers of the pages as well as the "back" and "next" buttons are probably too big (font-size is the same as the important data).

*Pages
:The table is divided into 4 different pages which leads to bad readability and comparability. The data should be merged into one table by placing the different pages adjacent. Grouping connected data - according to [Few, 2004b] - is an essential part when organizing/enhancing data-ink.

*Abbreviations
:As pointed out in [Tufte, 1999], words should always be spelt out or at least described if an abbreviation is used. The terms OECD or U.S., even if they are quite common, should be described.

*Highlighting
:OECD average is not highlighted although is not a country (as other data).

== Optimized Graphics ==

[[Image:AnnualFreshwaterConsumption.jpg]]

=== Improvements ===

*All unneccessary non-data ink was removed. The viewer is no longer distracted by flashy background colors or useless "splash" effects.
*The water drops were replaced by a simple bar chart. To give a connection to the graphs topic (water) the bars are colored blue.
*The bars are horizontically arranged in order to allow easier comparison of the data. According to [Few, 2004a] they are the first choice when displaying ranking relationships.
*The water consumption data is displayed as a bar and as a number. While the bars gives a good "first glance"-idea of the topic, the numbers allow specific comparison between the different countries. The numbers are also right-aligned for better viewing.
*The only column which is not a country (OECD average) is enhanced by using a different color.
*For a better understanding the title of the graph was changed to a simplier one. This, combined with the new sub-headline, gives a better description of the graphs topic.
*As described in the "Critics on the Graphics" we changed the measured unit from 'thousands of cubic meters' to simply 'cubic meters'.
*The abbreviation for OECD is now described at the bottom.
*Colors were only used when they helped grasping the data more easily.

==References==
*[Few, 2004a]:Stephen Few, Show Me the Numbers: Designing Tables and Graphs to Enlighten, Analytics Press, 2004, Chapter 7 - General Design for Communication.

*[Few, 2004b]:Stephen Few, Elegance Through Simplicity, intelligent enterprise, Oct 16, 2004.
[http://www.intelligententerprise.com/showArticle.jhtml;jsessionid=N2ATDQWY5VYKSQSNDBGCKHSCJUMEKJVN?articleID=49400920 http://www.intelligententerprise.com/showArticle.jhtml;jsessionid=N2ATDQWY5VYKSQSNDBGCKHSCJUMEKJVN?articleID=49400920]

*[Tufte, 1999]:Edward R. Tufte, The Visual Display of Quantitative Information, Stanford, January 26, 1999.
[http://ldt.stanford.edu/ldt1999/Students/mizuno/Portfolio/Work/reports/tufte/ed229c-tufte-outline.html http://ldt.stanford.edu/ldt1999/Students/mizuno/Portfolio/Work/reports/tufte/ed229c-tufte-outline.html]

== Links ==

* [[Teaching:TUW_-_UE_InfoVis_WS_2008/09|InfoVis:Wiki UE Homepage]]

* [http://ieg.ifs.tuwien.ac.at/~gschwand/teaching/infovis_ue_ws08/ UE InfoVis]

* [[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 09|Gruppe 09]]

Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 09 - Aufgabe 1 - Types of Data (quantitative vs. qualitative)

2008-11-26T20:51:29Z

UE-InfoVis0809 0728258:

==Definition==
===Qualitative data===
{{Quotation | The term qualitative is used to describe certain types of information. Qualitative data are described in terms of quality (that is, 'informal' or relative characteristics such as warmth and flavour). This is the converse of quantitative, which more precisely describes data in terms of quantity and often using a numerical figure to represent something in a statement.| Wikipedia, Nov 2008 }}

===Quantitative data===
{{Quotation | [...] Quantitative data is data measured or identified on a numerical scale. Numerical data can be analysed using statistical methods, and results can be displayed using tables, charts, histograms and graphs. For example, a researcher will ask a questions to a participant that include words how often, how many or percentage. The answers from the questions will be numerical. [...] After the data is collected the researcher will make an analysis of the quantitative data and produce statistics.| Wikipedia, Nov 2008 }}
 
----

==Qualitative research==
Qualitative research is used when the goal is a complete and detailed description of the subject. The data is not presented in form of numbers an statistics as in quantitative data, but in the form of words, pictures and objects. Contrary to quantitative methods it is much more subjective, because the observations which are made during a research are strongly dependent on the researcher's interpretation. 
In most cases qualitative methods aim to gather an in-depth understanding of human behavior and the causes that affect human behavior. There are many different ways of doing qualitative research: Qualitative data can e.g. be gained through
*in-depth interviews with persons or groups
*direct observation
*referring to existing written papers.

[[image:689px-Piecharts.svg.png|thumb|[Wikipedia, 2004] This figure shows quantitative data represented in different ways]]
==Quantitative research==
Quantitative research is done by systematically collecting and analyzing numerical data concerning the subject. The researcher has to know clearly in advance what he/she is looking for, i.e. all aspects of the study have to be carefully designed before the data is collected. Based on the collected quantitative data statistical models can be constructed or hypotheses can be developed. One advantage of quantitative research is, that it tends to stay more objective than qualitative research. But because quantitative methods are only supplied with numerical data, the results often lack details. 
Quantitative research is widely used in both, natural and social sciences.

----

==Example: Qualitative data vs. quantitative data==
In this example the difference between qualitative and quantitative data is shown. Each bullet point describes a certain attribute of a freshman class. On the left side you can see some qualitative data of the class. Obviously this data can only be gained through a close and continuous observation of the class. On the right side quantitative data of the class is shown. It contains purely numerical and statistical data.
<table>
<tr>
<td style="padding-right:15px;">
'''Qualitative data:'''

*friendly demeanors

*civic minded

*environmentalists

*positive school spirit
</td>
<td>
'''Quantitative data:'''

*672 students

*394 girls, 278 boys

*68% on honor roll

*150 students accelerated in mathematics
</td>
</tr>
</table>
 
----

==References==
[Neill, 2007] James Neill, Qualitative versus Quantitative Research: Key Points in a Classic Debate. Created at: February 28, 2007. Retrieved at: November 24, 2008. http://wilderdom.com/research/QualitativeVersusQuantitativeResearch.html 
[Oswego City School District Regents Exam Prep Center, 1999] Donna Roberts, Qualitative vs Quantitative Data. Created at: 1999. Retrieved at: November 24, 2008. http://www.regentsprep.org/Regents/math/ALGEBRA/AD1/qualquant.htm 
[Wikipedia, 2006] Crissyd, Quantitative data. Created at: February 22, 2006. Retrieved at: November 24, 2008. http://en.wikipedia.org/wiki/Quantitative_data 
[Wikipedia, 2003] FirstPrinciples, Qualitative data. Created at: August 8, 2003. Retrieved at: November 24, 2008. http://en.wikipedia.org/wiki/Qualitative_data 
[Wikipedia, 2003] Sheldon Rampton, Quantitative research, Created at: December 05, 2003. Retrieved at: November 24, 2008. http://en.wikipedia.org/wiki/Quantitative_research 
[Wikipedia, 2003] Trontonian, Qualitative research. Created at: November 18, 2003. Retrieved at: November 24, 2008. http://en.wikipedia.org/wiki/Qualitative_research 
[Wikipedia, 2004] Chmod007, Pie Chart. Created at: June 15, 2004. Retrieved at: November 26, 2008. http://en.wikipedia.org/wiki/Pie_chart

File:689px-Piecharts.svg.png

2008-11-26T20:43:05Z

UE-InfoVis0809 0728258: Example of a pie chart, along with a bar plot showing the same data and indicating that the pie chart is not the best possible chart for this particular dataset.

== Summary ==
Example of a pie chart, along with a bar plot showing the same data and indicating that the pie chart is not the best possible chart for this particular dataset.
== Copyright status ==
public domain
== Source ==
http://en.wikipedia.org/wiki/Image:Piecharts.svg

File:EX07B-561.jpg

2008-11-26T20:11:49Z

UE-InfoVis0809 0728258:

== Summary ==
Figure showing some quantitative data presented in different ways.
== Copyright status ==

== Source ==
http://www.teialehrbuch.de/Kostenlose-Kurse/Excel-2007-Basis/images/EX07B-561.jpg

File:EX07B-561.jpg

2008-11-26T00:09:08Z

UE-InfoVis0809 0728258:

== Summary ==
Quantitative data
== Copyright status ==

== Source ==
http://www.teialehrbuch.de/Kostenlose-Kurse/Excel-2007-Basis/images/EX07B-561.jpg

Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 09 - Aufgabe 1 - Types of Data (quantitative vs. qualitative)

2008-11-26T00:07:51Z

UE-InfoVis0809 0728258:

==Definition==
===Qualitative data===
{{Quotation | The term qualitative is used to describe certain types of information. Qualitative data are described in terms of quality (that is, 'informal' or relative characteristics such as warmth and flavour). This is the converse of quantitative, which more precisely describes data in terms of quantity and often using a numerical figure to represent something in a statement.| Wikipedia, Nov 2008 }}

===Quantitative data===
{{Quotation | [...] Quantitative data is data measured or identified on a numerical scale. Numerical data can be analysed using statistical methods, and results can be displayed using tables, charts, histograms and graphs. For example, a researcher will ask a questions to a participant that include words how often, how many or percentage. The answers from the questions will be numerical. [...] After the data is collected the researcher will make an analysis of the quantitative data and produce statistics.| Wikipedia, Nov 2008 }}
 
----

==Further description (field of application, goals, characteristics)==
===Qualitative research===
Qualitative research is used when the goal is a complete and detailed description of the subject. The data is not presented in form of numbers an statistics as in quantitative data, but in the form of words, pictures and objects. Contrary to quantitative methods it is much more subjective, because the observations which are made during a research a strongly dependent on the researcher's interpretation. 
In most cases qualitative methods aim to gather an in-depth understanding of human behavior and the causes that affect human behavior. There are many different ways of doing qualitative research. Qualitative data can be gained through in-depth interviews with persons or groups, direct observation or even through referring to existing written papers.

[[image:EX07B-561.jpg|thumb|Quantitative data]]
===Quantitative research===
Quantitative research is done by systematically collecting and analyzing numerical data concerning the subject. The researcher knows clearly in advance what he/she is looking for, i.e. all aspects of the study have to be carefully designed before the data is collected. One advantage of quantitative research is, that it tends to stay more objective than qualitative research. Furthermore statistical models can be constructed or hypotheses can be developed based on the collected quantitative data. 
Quantitative research is widely used in both, natural and social sciences. Because quantitative methods are only supplied with numerical data, the results most of the times lack contextual details.

----

==Example: Qualitative data vs. quantitative data==
===Freshman Class===
<table>
<tr>
<td style="padding-right:15px;">
'''Qualitative data:'''

*friendly demeanors

*civic minded

*environmentalists

*positive school spirit
</td>
<td>
'''Quantitative data:'''

*672 students

*394 girls, 278 boys

*68% on honor roll

*150 students accelerated in mathematics
</td>
</tr>
</table>
 
----
==different opinions...==
{{Quotation | All research ultimately has a qualitative grounding | [Donald Campbell] }}{{Quotation | There's no such thing as qualitative data. Everything is either 1 or 0 | [Fred Kerlinger] }}

==References==

[James Neill] Qualitative versus Quantitative Research:
Key Points in a Classic Debate, http://wilderdom.com/research/QualitativeVersusQuantitativeResearch.html 
[Donna Roberts] Qualitative vs Quantitative Data, http://www.regentsprep.org/Regents/math/ALGEBRA/AD1/qualquant.htm 
[Crissyd] Quantitative data, Created at: 22.02.2006, Retrieved at: 24.11.2008, http://en.wikipedia.org/wiki/Quantitative_data 
Qualitative data, Created at: 08.08.2003, Retrieved at: 24.11.2008, http://en.wikipedia.org/wiki/Qualitative_data 
[Sheldon Rampton] Quantitative research, Created at: 05.12.2003, Retrieved at: 24.11.2008, http://en.wikipedia.org/wiki/Quantitative_research 
[Trontonian] Qualitative research, Created at: 18.11.2003, Retrieved at: 24.11.2008, http://en.wikipedia.org/wiki/Qualitative_research

File:EX07B-561.jpg

2008-11-25T23:54:03Z

UE-InfoVis0809 0728258: Quantitative data

== Summary ==
Quantitative data
== Copyright status ==

== Source ==

Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 09 - Aufgabe 1 - Types of Data (quantitative vs. qualitative)

2008-11-25T23:39:55Z

UE-InfoVis0809 0728258:

==Definition==
===Qualitative data===
{{Quotation | The term qualitative is used to describe certain types of information. Qualitative data are described in terms of quality (that is, 'informal' or relative characteristics such as warmth and flavour). This is the converse of quantitative, which more precisely describes data in terms of quantity and often using a numerical figure to represent something in a statement.| Wikipedia, Nov 2008 }}

===Quantitative data===
{{Quotation | [...] Quantitative data is data measured or identified on a numerical scale. Numerical data can be analysed using statistical methods, and results can be displayed using tables, charts, histograms and graphs. For example, a researcher will ask a questions to a participant that include words how often, how many or percentage. The answers from the questions will be numerical. [...] After the data is collected the researcher will make an analysis of the quantitative data and produce statistics.| Wikipedia, Nov 2008 }}
 
----

==Field of Application==
===Quantitative research===
Quantitative research is done by systematically collecting and analyzing numerical data concerning the subject. The researcher knows clearly in advance what he/she is looking for, i.e. all aspects of the study have to be carefully designed before the data is collected. One advantage of quantitative research is, that it tends to stay more objective than qualitative research. Furthermore statistical models can be constructed or hypotheses can be developed based on the collected quantitative data. 
Quantitative research is widely used in both, natural and social sciences. Because quantitative methods are only supplied with numerical data, the results most of the times lack contextual details.

===Qualitative research===
Qualitative research is used when the goal is a complete and detailed description of the subject. The data is not presented in form of numbers an statistics as in quantitative data, but in the form of words, pictures and objects. Contrary to quantitative methods it is much more subjective, because the observations which are made during a research a strongly dependent on the researcher's interpretation. 
In most cases qualitative methods aim to gather an in-depth understanding of human behavior and the causes that affect human behavior. There are many different ways of doing qualitative research. Qualitative data can be gained through in-depth interviews with persons or groups, direct observation or even through referring to existing written papers.

----

==Example: Qualitative data vs. quantitative data==
===Oil Painting===
<table>
<tr>
<td style="padding-right:15px;">
'''Qualitative data:'''

*blue/green color, gold frame

*smells old and musty

*texture shows brush strokes of oil paint

*peaceful scene of the country

*masterful brush strokes
</td>
<td>
'''Quantitative data:'''

*picture is 10" by 14"

*with frame 14" by 18"

*weighs 8.5 pounds

*surface area of painting is 140 sq. in.

*cost $300
</td>
</tr>
</table>
 
----
===different opinions...===
{{Quotation | All research ultimately has a qualitative grounding | [Donald Campbell] }}{{Quotation | There's no such thing as qualitative data. Everything is either 1 or 0 | [Fred Kerlinger] }}
===Example for quantitative data:===
[[Image:Confpress.JPG| qualitative data]]

===References===

[James Neill] Qualitative versus Quantitative Research:
Key Points in a Classic Debate, http://wilderdom.com/research/QualitativeVersusQuantitativeResearch.html 
[Donna Roberts] Qualitative vs Quantitative Data, http://www.regentsprep.org/Regents/math/ALGEBRA/AD1/qualquant.htm 
[Peter Levine] http://www.peterlevine.ws/mt/archives/cat_press_criticism.html
http://en.wikipedia.org/wiki/Quantitative_data
http://en.wikipedia.org/wiki/Qualitative_data

Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 09 - Aufgabe 1 - Types of Data (quantitative vs. qualitative)

2008-11-25T20:25:05Z

UE-InfoVis0809 0728258:

=Definition=
===Qualitative Data===
{{Quotation | The term qualitative is used to describe certain types of information. Qualitative data are described in terms of quality (that is, 'informal' or relative characteristics such as warmth and flavour). This is the converse of quantitative, which more precisely describes data in terms of quantity and often using a numerical figure to represent something in a statement.| from Wikipedia, Nov 2008 }}

===Quantitative Data===
{{Quotation | [...] Quantitative data is data measured or identified on a numerical scale. Numerical data can be analysed using statistical methods, and results can be displayed using tables, charts, histograms and graphs. For example, a researcher will ask a questions to a participant that include words how often, how many or percentage. The answers from the questions will be numerical. [...] After the data is collected the researcher will make an analysis of the quantitative data and produce statistics.| from Wikipedia, Nov 2008 }}

----
=More=
===some more detailed features of===
<table>
<tr>
<td style="padding-right:15px;">
'''Qualitative data'''
*Researcher tends to become subjectively immersed in the subject matter.
*Qualitative data is more 'rich', time consuming, and less able to be generalized.
*Researcher is the data gathering instrument.
*Researcher may only know roughly in advance what he/she is looking for.
</td>
<td style="padding-right:30px;>'''<big> vs. </big>'''</td>
<td style="padding-left:30px;">
'''Quantitative data'''
*Researcher tends to remain objectively separated from the subject matter.
*Quantitative data is more efficient, able to test hypotheses, but may miss contextual detail.
*Researcher uses tools, such as questionnaires or equipment to collect numerical data.
*Researcher knows clearly in advance what he/she is looking for.
</td>
</tr>
</table>
----

===Example: Oil Painting===
<table>
<tr>
<td style="padding-right:15px;">
'''Qualitative data:'''

*blue/green color, gold frame

*smells old and musty

*texture shows brush strokes of oil paint

*peaceful scene of the country

*masterful brush strokes
</td>
<td>
'''Quantitative data:'''

*picture is 10" by 14"

*with frame 14" by 18"

*weighs 8.5 pounds

*surface area of painting is 140 sq. in.

*cost $300
</td>
</tr>
</table>

{{Quotation | All research ultimately has a qualitative grounding | [Donald Campbell] }}{{Quotation | There's no such thing as qualitative data. Everything is either 1 or 0 | [Fred Kerlinger] }}
===Example for quantitative data:===
[[Image:Confpress.JPG| qualitative data]]

===References===

[James Neill] Qualitative versus Quantitative Research:
Key Points in a Classic Debate, http://wilderdom.com/research/QualitativeVersusQuantitativeResearch.html 
[Donna Roberts] Qualitative vs Quantitative Data, http://www.regentsprep.org/Regents/math/ALGEBRA/AD1/qualquant.htm 
[Peter Levine] http://www.peterlevine.ws/mt/archives/cat_press_criticism.html
http://en.wikipedia.org/wiki/Quantitative_data
http://en.wikipedia.org/wiki/Qualitative_data

Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 09 - Aufgabe 1 - Types of Data (quantitative vs. qualitative)

2008-11-06T18:44:25Z

UE-InfoVis0809 0728258:

{{Quotation | All research ultimately has a qualitative grounding | [Donald Campbell] }}{{Quotation | There's no such thing as qualitative data. Everything is either 1 or 0 | [Fred Kerlinger] }}

You can distinct between two types of (collecting) data: ''quantitative data'' and ''qualitative data''

=Main points=
===Qualitative===
*Qualitative research involves analysis of data such as words (e.g., from interviews), pictures (e.g., video), or objects (e.g., an artifact).
*Data can be observed but not measured.

'''whereas'''

===Quantitative===
*Quantitative research involves analysis of numerical data.
*Data which can be measured.

----
=More=
===some more detailed features of===
<table>
<tr>
<td style="padding-right:15px;">
'''Qualitative data'''
*Researcher tends to become subjectively immersed in the subject matter.
*Qualitative data is more 'rich', time consuming, and less able to be generalized.
*Researcher is the data gathering instrument.
*Researcher may only know roughly in advance what he/she is looking for.
</td>
<td style="padding-right:30px;>'''<big> vs. </big>'''</td>
<td style="padding-left:30px;">
'''Quantitative data'''
*Researcher tends to remain objectively separated from the subject matter.
*Quantitative data is more efficient, able to test hypotheses, but may miss contextual detail.
*Researcher uses tools, such as questionnaires or equipment to collect numerical data.
*Researcher knows clearly in advance what he/she is looking for.
</td>
</tr>
</table>
----

===Example: Oil Painting===
<table>
<tr>
<td style="padding-right:15px;">
'''Qualitative data:'''

*blue/green color, gold frame

*smells old and musty

*texture shows brush strokes of oil paint

*peaceful scene of the country

*masterful brush strokes
</td>
<td>
'''Quantitative data:'''

*picture is 10" by 14"

*with frame 14" by 18"

*weighs 8.5 pounds

*surface area of painting is 140 sq. in.

*cost $300
</td>
</tr>
</table>

===Example for quantitative data:===
[[Image:Confpress.JPG| qualitative data]]

===References===

[James Neill] Qualitative versus Quantitative Research:
Key Points in a Classic Debate, http://wilderdom.com/research/QualitativeVersusQuantitativeResearch.html 
[Donna Roberts] Qualitative vs Quantitative Data, http://www.regentsprep.org/Regents/math/ALGEBRA/AD1/qualquant.htm 
[Peter Levine] http://www.peterlevine.ws/mt/archives/cat_press_criticism.html

Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 09 - Aufgabe 1 - Types of Data (quantitative vs. qualitative)

2008-11-06T18:42:18Z

UE-InfoVis0809 0728258:

File:Confpress.JPG

2008-11-06T18:38:11Z

UE-InfoVis0809 0728258: New page: == Summary == == Copyright status == == Source ==

== Summary ==

== Copyright status ==

== Source ==

Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 09 - Aufgabe 1 - Types of Data (quantitative vs. qualitative)

2008-11-06T17:46:55Z

UE-InfoVis0809 0728258: New page: {{Quotation | All research ultimately has a qualitative grounding | [Donald Campbell] }}{{Quotation | There's no such thing as qualitative data. Everything is either 1 or 0 | [Fred Kerling...

{{Quotation | All research ultimately has a qualitative grounding | [Donald Campbell] }}{{Quotation | There's no such thing as qualitative data. Everything is either 1 or 0 | [Fred Kerlinger] }}

=Types of Data (quantitative vs. qualitative)=

You can distinct between two types of data: ''quantitative data'' and ''qualitative data''

==Main points==
===Qualitative===
*Qualitative research involves analysis of data such as words (e.g., from interviews), pictures (e.g., video), or objects (e.g., an artifact).
*Data can be observed but not measured.

'''whereas'''

===Quantitative===
*Quantitative research involves analysis of numerical data.
*Data which can be measured.

----
===Different opinions===

Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 09

2008-11-03T08:08:59Z

UE-InfoVis0809 0728258:

== Gruppenmitglieder ==
*[[User:UE-InfoVis0809_0325374|Szolarz, Christian]]
*[[User:UE-InfoVis0809_0401831|Schlegel, Michael]]
*[[User:UE-InfoVis0809_0728258|Moser, Maximilian]]

== Aufgaben ==
*[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 09 - Aufgabe 0|Aufgabe 0]]
*[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 09 - Aufgabe 1|Aufgabe 1]]
*[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 09 - Aufgabe 2|Aufgabe 2]]
*[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 09 - Aufgabe 3|Aufgabe 3]]
*[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 09 - Aufgabe 4|Aufgabe 4]]

Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 09

2008-10-30T12:43:14Z

UE-InfoVis0809 0728258:

== Gruppenmitglieder ==
*[[User:UE-InfoVis0809_0325374|Szolarz, Christian]]
*[[User:UE-InfoVis0809_0401831|Schlegel, Michael]]
*[[User:UE-InfoVis0809_0728258|Moser, Maximilian]]

== Aufgaben ==
*[http://ieg.ifs.tuwien.ac.at/~gschwand/teaching/infovis_ue_ws08/infovis_ue_aufgabe0.html Aufgabe 0]
*[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 09 - Aufgabe 1|Aufgabe 1]]
*[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 09 - Aufgabe 2|Aufgabe 2]]
*[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 09 - Aufgabe 3|Aufgabe 3]]
*[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 09 - Aufgabe 4|Aufgabe 4]]

Teaching:TUW - UE InfoVis WS 2008/09

2008-10-30T12:39:47Z

UE-InfoVis0809 0728258:

[[Image:Aigner03infovis ue.gif]] <big>WS 2008/09</big>

'''LVA Nr:''' 188.308 ([http://tuwis.tuwien.ac.at/lva/tuwien/188308 TUWIS++ Seite])

'''LVA Homepage:''' http://ieg.ifs.tuwien.ac.at/~gschwand/teaching/infovis_ue_ws08/index.html

'''Leitung:''' [[Gschwandtner, Theresia|Theresia Gschwandtner]] [gschwandtner (at) ifs.tuwien.ac.at] 
'''Tutorin:''' [[User:Martha_Kaltenecker|Martha Kaltenecker]] [e0125193 (at) student.tuwien.ac.at]

== Gruppen ==

[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 01|Gruppe 01 (KARALL, REGNER, UGUR)]]

[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 02|Gruppe 02 (Beranek, Goldmann, Schiffl)]]

[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 03|Gruppe 03 (DINCER, MAYER, MOSER)]]

[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 05|Gruppe 05 (KUNTNER, PINJO, WENDELIN)]]

[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 06|Gruppe 06 (Frank, Mayer, Rind)]]

[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 07|Gruppe 07 (LUCKNER, HEIL, ANGERBAUER)]]

[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 08|Gruppe 08 (HAMMERL, MORGENBESSER, TRAGUST)]]

[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 09|Gruppe 09 (Szolarz, Schlegel, <???>)]]

[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 10|Gruppe 10 (DEBONG, FISCHL, PETROV)]]

== News / Bemerkungen ==
Liebe TeilnehmerInnen! 
Die Beurteilung der Aufgabe 0 findet Ihr auf der "Discussion Page" Eurer Gruppenseite.
Es besteht die Möglichkeit, Euren aktuellen Punktestand (Maximum: 5 Punkte)
bis einschließlich Di., den 4. 11. 2008 23:59 zu verbessern. 
-- [[User:Martha_Kaltenecker|Martha Kaltenecker]] 19:49, 29 October 2008 (CEST)

Liebe TeilnehmerInnen! 
Die auszuarbeitenden InfoVis Begriffe für Aufgabe 1 findet ihr bereits auf Eurer Gruppenseite
(sofern diese schon angelegt ist) unter "Aufgabe 1". 
-- [[User:Martha_Kaltenecker|Martha Kaltenecker]] 19:06, 27 October 2008 (CEST)

Liebe TeilnehmerInnen! 
Alle diejenigen, die nur ungern ihr eigenes Foto auf eine öffentliche Seite stellen,
möchte ich darauf hinweisen, dass der Übungsinhalt das Hochladen und Einfügen EINES Fotos (Bilddatei) ist. 
[[User:UE-InfoVis0809 0425160|Katharina-Anna Wendelin]] hat somit die Aufgabe auch korrekt gelöst! ;-) 
-- [[User:TGschwandtner|Theresia Gschwandtner]] 08:53, 24 October 2008 (CEST)

Liebe TeilnehmerInnen! 
Um diese Seite einheitlich zu gestalten (auch bezüglich der Vorjahre), schlage ich vor die Nachnahmen
der Gruppenmitglieder in Klammer neben der Gruppe anzugeben, 
z.B.: Gruppe XX (Maier, Müller, Mustermann). 
-- [[User:TGschwandtner|Theresia Gschwandtner]] 10:30, 22 October 2008 (CEST)

User:UE-InfoVis0809 0728258

2008-10-28T16:55:49Z

UE-InfoVis0809 0728258:

===Name: Moser Maximilian ===
 
[[Image:Bild.png|Bild]]
 
Matr-Nr: 0728258 
Studienkennzahl: 066 935 
E-Mail: moser.maximilian#ät#gmail.com

File:Bild.png

2008-10-28T16:53:28Z

UE-InfoVis0809 0728258: New page: == Summary == == Copyright status == == Source ==

== Summary ==

== Copyright status ==

== Source ==

User:UE-InfoVis0809 0728258

2008-10-26T15:43:43Z

UE-InfoVis0809 0728258:

===Name: Moser Maximilian ===
Matr-Nr: 0728258 
Studienkennzahl: 066 935 
E-Mail: moser.maximilian#ät#gmail.com

Teaching:TUW - UE InfoVis WS 2008/09

2008-10-26T15:39:57Z

UE-InfoVis0809 0728258:

[[Image:Aigner03infovis ue.gif]] <big>WS 2008/09</big>

'''LVA Nr:''' 188.308 ([http://tuwis.tuwien.ac.at/lva/tuwien/188308 TUWIS++ Seite])

'''LVA Homepage:''' http://ieg.ifs.tuwien.ac.at/~gschwand/teaching/infovis_ue_ws08/index.html

'''Leitung:''' [[Gschwandtner, Theresia|Theresia Gschwandtner]] [gschwandtner (at) ifs.tuwien.ac.at] 
'''Tutorin:''' [[User:Martha_Kaltenecker|Martha Kaltenecker]] [e0125193 (at) student.tuwien.ac.at]

== Gruppen ==

[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 01|Gruppe 01 (KARALL, REGNER, UGUR)]]

[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 02|Gruppe 02 (Beranek, Goldmann, Schiffl)]]

[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 03|Gruppe 03 (DINCER, MAYER, MOSER)]]

[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 04|Gruppe 04 (MOSER, <???>, <???>)]]

[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 05|Gruppe 05 (KUNTNER, PINJO, WENDELIN)]]

[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 06|Gruppe 06 (Frank, Mayer, Rind)]]

[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 07|Gruppe 07 (LUCKNER, HEIL, ANGERBAUER)]]

[[Teaching:TUW - UE InfoVis WS 2007/08 - Gruppe 08|Gruppe 08]]

[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 10|Gruppe 10 (DEBONG, FISCHL, PETROV)]]

== News / Bemerkungen ==
Liebe TeilnehmerInnen! 
Alle diejenigen, die nur ungern ihr eigenes Foto auf eine öffentliche Seite stellen,
möchte ich darauf hinweisen, dass der Übungsinhalt das Hochladen und Einfügen EINES Fotos (Bilddatei) ist. 
[[User:UE-InfoVis0809 0425160|Katharina-Anna Wendelin]] hat somit die Aufgabe auch korrekt gelöst! ;-) 
-- [[User:TGschwandtner|Theresia Gschwandtner]] 08:53, 24 October 2008 (CEST)

Liebe TeilnehmerInnen! 
Um diese Seite einheitlich zu gestalten (auch bezüglich der Vorjahre), schlage ich vor die Nachnahmen
der Gruppenmitglieder in Klammer neben der Gruppe anzugeben, 
z.B.: Gruppe XX (Maier, Müller, Mustermann). 
-- [[User:TGschwandtner|Theresia Gschwandtner]] 10:30, 22 October 2008 (CEST)

Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 04

2008-10-26T15:39:23Z

UE-InfoVis0809 0728258: New page: == Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 04 == Moser, Maximilian == Aufgaben : == [[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 04 - Aufgabe 01...

== Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 04 ==

[[User:UE-InfoVis0809 0728258|Moser, Maximilian]]

== Aufgaben : ==

[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 04 - Aufgabe 01 | Aufgabe 01]]

[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 04 - Aufgabe 02 | Aufgabe 02]]

[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 04 - Aufgabe 03 | Aufgabe 03]]

[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 04 - Aufgabe 04 | Aufgabe 04]]

[[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 04 - Aufgabe 05 | Aufgabe 05]]

Gruppe 04

2008-10-26T15:35:48Z

UE-InfoVis0809 0728258: New page: == Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 04 == Moser, Maximilian == Aufgaben : == [[Teaching:TUW - UE InfoVis WS 2008/09 - Gruppe 04 - Aufgabe 01...

User:UE-InfoVis0809 0728258

2008-10-26T15:26:12Z

UE-InfoVis0809 0728258: New page: Moser Maximilian 0728258 066 935 moser.maximilian#ät#gmail.com

Moser Maximilian 
0728258 
066 935 
moser.maximilian#ät#gmail.com